The purpose of this qualitative research study was to examine the interviews with principals and teachers before, during, and after data collection using a screening tool in Kannada and English (Shenoy, 2015, 2016), to illuminate the school culture and its impact on special education practices across low-, middle-, and high-income private schools in Bangalore, India. Interviews with teachers and principals revealed that school personnel in low-income schools do not have a referral process in place and are not aware of special education practices. In contrast, personnel in middle-income schools were aware of special education practices, but viewed the identification of students with disabilities as beyond the purview of their resources and practices. Finally, leaders at high-income schools were aware of special education practices, and believed that they had the resources to follow inclusive special education models in their classrooms.