The purpose of this interview-based qualitative study was to explore how individualized education program (IEP) team members determine least restrictive environment and educational placement. The Individuals with Disabilities Education Act (IDEA) requires students with disabilities to be educated in the least restrictive environment and to the maximum extent appropriate with nondisabled peers. However, little guidance exists to assist IEP teams in making this important decision. Results revealed themes that include: (1) student data and characteristics as deficits; (2) hierarchy of IEP team members; (3) legal requirements as a burden; (4) lack of resources and funding; and (5) continuing and predetermination of placement. Recommendations for leaders of special education for each finding are presented.