In this article, the author encourages the use of prevention and early intervention methods to prevent and reduce overrepresentation of African American students in the special education categories of mental retardation, emotional disturbance, and specific learning disability. The author discusses ways to adapt A. A. Ortiz's (2002) "Prevention of School Failure and Early Intervention for English Learners" to meet the needs of African American learners. The author also provides examples of daily school practices to improve the education of African American learners and possibly reduce their representation in special education, as well as enhance the quality of schooling for all students.