This study investigated the determination eligibility practices for Specific Learning Disabilities (SLD) within Mississippi school districts, framed by the Individuals with Disabilities Education Act 2004 (IDEA) and Mississippi Department of Education (MDE) guidelines. A survey of 139 educational professionals in Mississippi offered insights into the methods preferred for determining SLD eligibility and the decision-making factors at the district level. The study examined commonly used methods for determining SLD, the challenges faced during the process, the need for professional development, the impact of educator demographics on SLD determination eligibility and general satisfaction with the SLD eligibility determination process. It also explored the variability in SLD eligibility practices. The survey highlighted the Ability Achievement Discrepancy (AAD) model as the most common approach for SLD identification, with the Response to Intervention (RtI) model adopted to a lesser extent. The infrequent use of the Patterns of Strengths and Weaknesses (PSW) model indicated a reluctance to move away from entrenched traditional methods towards evidence- based practices. District-level influences, including guidelines, resource allocation, and the extent of professional development, significantly affected the choice of SLD identification methods. This has led to a patchwork of practices, with some districts relying solely on AAD, while others utilize a combination of methods. The persistent preference for AAD suggested a broader need for professional development, particularly to increase familiarity with RtI and PSW. Decision-making on SLD identification is multifaceted, entailing factors beyond the MDE Manual. Educators expressed a range of opinions, with some satisfied with current processes, while others desired more autonomy and better resources. The study underscored the complexities of SLD identification across Mississippi and advocates for policy reform, enhanced professional development, and a standardized approach to foster equitable and effective identification of SLDs. It calls for active engagement from stakeholders, clear communication, and regular practice evaluations to ensure the provision of fair and effective support to students with SLD are provided. [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.]