Although Individual Disabilities Education Act of 2004 (IDEA) has mandated states to collect and analyze data to determine if special education disproportionality is occurring within the local education agencies (LEAs), student of color continue to be disproportionately represented in special education programs. Historical trend data revealed that Louisiana public schools experience persistent challenges in addressing disproportional representation of Black students in special education. Despite variations in the way the Louisiana Department of Education (LDOE) define special education disproportionality, statistical data continues to reveal detrimental effects on Black students. A review of the LDOE's "Significant Disproportionality, Coordinated Early Intervening Report" (CEIS) revealed that Black students were overrepresented under the identification category of intellectual disabilities. Additionally, the CEIS report disclosed that Black students were more likely to receive disciplinary actions than any other group of students in special education. The purpose of this study was to examine contributors of disproportionality and explore remedies used to reduce the overrepresentation of Black students in special education. Although this study investigated contributors of overrepresentation, it aimed to find best practices used to address the disproportional representation of Black students in special education. A two-phase parallel sequential exploratory design was used in this study. In Phase 1, the researcher conducted 13 interviews and focus groups. Individual interviews were conducted with directors of special education. Focus groups were held with general education teachers of K-8 students. Because of the COVID-19 pandemic, virtual interviews and focus groups were conducted with the participants. Findings from Qualitative data from Phase 1 were analyzed and used to develop a survey instrument. Hence, the quantitative survey questions were formulated based on the findings from the qualitative data. Pilot testing of the survey instrument was performed using the participants from the focus group. During Phase 2, the survey was administered to a larger sample of teachers within the public education school setting. Six public school districts located in north and south Louisiana participated in this study. The number of schools in each district ranges from eight to 80 with districts located in rural, suburban, and urban areas of Louisiana. Seven special education leaders participated in individual interviews. A total of 40 general education teachers participated in one of seven focus groups conducted by the researcher. Findings from this study revealed that the overrepresentation of Black students in special education is a microcosm of the racial disparities facing society. Decisions made at the state-level affects continuity at the district and school-level. Hence, leadership discontinuity underlies the continuity in education. Educators explicitly support the concept of education equality. However, implicit bias and unconscious beliefs hindered their abilities to make unbiased decisions about Black students. Moreover, prejudicial beliefs interfered with educators' ability to develop positive relationships with Black students and their parents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]