This study investigates the overrepresentation of Black students in special education by looking at the association of race and related variables with referral, identification, and placement. Analyses were performed on a statewide sample of students and teachers to investigate relationships between student, teacher and school demographics, and special education identification and placement. The results find (1) black students assigned to black teachers are less likely to be identified for special services, (2) black students are less likely to be in inclusive placements with increases in white student enrollment, and (3) black students are more likely to be identified for special services and placed in more restrictive settings.