The purpose of this study was to examine the phenomenon of implicit bias in the referral process for special education. The study explored the relationship between independent variables such as student and teacher race/ethnicity, gender of teacher, teachers' years of teaching experience, and how likely teachers would refer a male student for special education and if there are significant differences in teacher rating of severity based on a student's race/ethnicity in Ohio's eight large urban school districts. This qualitative, correlational study used a survey methodology that included pictures to examine if student and teacher demographic variables predicted how likely a teacher would refer Black and Latino male students for special education evaluation. Critical race theory and social exclusion theory guided this research. Results from a Pearson correlation, multiple linear regression, and ANOVA revealed that years of teaching experience was associated with a higher likelihood to refer, and an increase in level of severity was also associated with a higher likelihood to refer. The findings showed a direct correlation between years of experience, likelihood to refer, and severity of behavior rating. Frequencies and percentages were used to describe the trends in the nominal-level variables. Means and standard deviations were used to summarize the continuous-level variables. [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.]