The special education process is guided by subjectivity, due to interpretations and discrepancies of laws, vague criteria, professional expertise, compromised data, and decision-making of the multidisciplinary IEP team. Consequently, subjectivity contributes to the misidentification of students. The researcher explored the special education process in terms of federal laws and state policies, data analysis (RTI), and IEP to identify the vulnerabilities. The theories that grounded this research included Labeling Theory (LT) and Dis/abilities Critical Race Studies (DisCrit). In this qualitative study, seven participants were interviewed one-on-one with semi-structured open-ended questions. Participants were familiar of the special education process and are members of a multidisciplinary team from a rural parish in Louisiana. Interview data was analyzed to discover important themes that identified the vulnerabilities of the special education process. The following themes were exposed as vulnerabilities: (1) professional expertise, (2) collaboration and communication, (3) labeling, (4) laws, (5) RTI, and (6) IEP. The findings provided vital information for educational stakeholders and researchers to utilized as an analytic tool to address the vulnerabilities in the special education process to reduce misidentification, inappropriate placements, and disproportionality 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.]