The purpose of this qualitative descriptive study was to explore how public-school IEP team members describe decision-making influences and thresholds in least restrictive environment (LRE) placement for K-5 students with significant support needs in the Midwest. Decision-Making Ecology served as a framework for two research questions which explored (1) influences and (2) thresholds in LRE placement decisions. General education teachers, special education teachers, administrators, and related service providers composed the convenience sample of 11 participants recruited from social media groups in the Midwest and Southwest United States. Semi-structured interviews (n = 11) and two focus groups (n = 6) provided descriptions of placement decisions. Reflexive Thematic Analysis was used to develop 5 influence themes and 3 threshold themes. Influences on LRE placement decisions included system realities, impacts on people, existing capacity, team dynamics, and resourcefulness. Three thresholds were observed as tipping points for LRE decisions: unsafe behaviors, medical concerns, and academic gaps. The past experiences, personal characteristics, interactions, and resourcefulness of individual team members contributed to variability in LRE placement decisions. Practical application for special education leaders includes mitigating systemic barriers and building resourcefulness in team members. Future research may explore the intensity of individual influences on decision-making. [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.]