The disproportionate number of African Americans in special education has been an issue receiving a lot of attention throughout the years. The purpose of this qualitative case study was to examine influencing factors contributing to the disproportionate number of African Americans in special education being served. This qualitative research study was utilized with a semi-structured interview protocol and a focus group with a sample of eight females and four males drawn from Northern New Jersey. The findings in this study revealed an unwavering connection to Critical Race Theory and Structural Inequality Theory as well as the contributions to disproportionality. CRT and SIT served as the theoretical framework, although there are many contributing factors to the problem of the disproportionality of African American students in special education, which included bias, race, and the referral process. When we reflect upon various school factors and situations our students face, we can see that race and disabilities impact school opportunities and resources. The research of this study can be used to further aid in training current and future teachers and help legislation determine and modify an appropriate threshold for combating disproportionality in special education. There are many potential consequences of disproportionality, which include low graduation rates and stereotyping. The issue should continue to be tackled, especially since we know the historical traumas that African Americans have been facing for many centuries. The study's implication for positive change could help minimize the increase of the school-to-prison pipeline for African Americans who are placed in 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.]