This case highlights the moral and ethical dilemmas that principals and educators confront when making decisions about special education classification and placement, particularly in the context of racial disproportionality. These decisions are complex, influenced by the requirements of the Individuals with Disabilities Education Act (IDEA) and the sociocultural and historical contexts that school leaders work within. In addition, the case delves into the relationship between general education instruction and special education referral processes in the context of a multi-tiered system of supports, exploring the delicate balance principals must maintain between adhering to special education laws and exercising professional judgment.