There is an overrepresentation of African American students in special education classes; placing African Americans disproportionately in special education classes lowers their self-esteem and compromises their academic performance. This study aimed to increase understanding of the meaning-making processes elementary school general education teachers use to refer African American students for special education services. I used critical race theory (CRT) to support the study, which suggests that structural racism in schools harms African American students' self-esteem and academic achievement. Two research questions directed the study: What are the decision-making processes of elementary school teachers who refer African American students for special education services? How do the beliefs of teachers impact their decision to refer African American students for special education services? With a qualitative approach, I interviewed 14 K-6 public school general education teachers who had experience referring students to special education, utilizing face-to-face, semistructured interviews in conjunction with vignettes. Inductive coding and thematic analysis guided the data analysis and interpretation of findings. Results, conclusions, recommendations, and implications for positive social change followed the completion of the study. Bringing attention to the factors that affect the special education referral processes for African American students may prompt institutional and social change for the betterment of students from all cultural backgrounds. This research may help educators and policymakers implement multicultural curricula in their instructional programs. [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.]