This extended literature review is an overview of historical restrictions and current limitations of properly identifying African American students for special education. This review examines implications of overidentification and under-identification of African American students in predominately minority learning environments and predominately white learning environments. Additionally, this review explores best practice tools to reduce cultural biases again Black students during the evaluation process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]