This qualitative interpretive descriptive study examined the process used by multidisciplinary teams during initial special education evaluations for different disability categories. The problem addressed the fact that there are no aligned norms for initial eligibility processes and procedures in special education from one school, district, or state to another. Special education teachers and school psychologists who had at least 3 years' experience completing special education evaluations participated in the study through semi-structured interviews. The social-relational model of disability formed a basis for this study, as it differentiates between necessary and sufficient conditions in the construction of a disability, or the definition of a person as being disabled. This study examined policies and practices currently being used for special education through the eyes of the participants. Seven major themes emerged from this study, with the key findings being that all 12 participants had a specific system that they used during the initial evaluation process, including response to intervention, strengths and weaknesses, discrepancy model, and multi-tiered systems of support. All 12 participants have participated in a process that they felt was better for initial evaluations for special education at some point in their career. All 12 participants would make a change to the current systems that are in place. Implications and recommendations for future practices include Individuals with Disabilities Education Improvement Act (IDEA) restructuring to implement uniformed compliance documents that every state/district/school can follow to make the overall process more equitable. Systems need to be organized around one intervention model for initial evaluations in the field of special education. [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.]