The disproportionate representation of minority students in special education programs has been a persistent problem in American education. Being labeled as disabled often has a negative impact on social relationships and self-concept and long-term outcomes such as graduation and employment. Disproportionate identification of students from certain ethnic and racial groups begins in general education when teachers view a child's poor academic performance and/or behavior as a problem inherent to the child. It is critical for general education teachers and administrators to understand the relationship between insufficient supports and interventions in the classroom--academic and behavioral--and the overrepresentation of minorities in special education. This paper examines the issue and explains general education practices that may reduce the number of students inappropriately identified and referred for special services. (Contains 1 table.)