The number of special education referrals continues to increase for African American students, which contributes to a disproportionate amount of African American students within the special education system. Teachers play a role in referring African American students to special education in urban schools. Therefore, this qualitative phenomenological study sought to explore teachers' experiences in the referral of African American students with the goal of understanding how their perspective, cultural awareness, and professional development influence their decision process. This inquiry was guided by the following research questions: 1. To what extent do teachers' perceptions contribute to the special education referral process for African American students in urban schools? 2. To what extent do the teachers' cultural competency influence the special education referral process for Black students in urban schools? 3. To what extent does the professional development of teachers influence the special education referral process for Black students in urban schools? Six general education teachers working in a K-12 environment were selected to participate in this study. Critical Race Theory was the overarching theoretical framework that supports this study. The findings of this study revealed teachers' contributing factors to an overrepresentation of Black students in special education. Recommendations for future research include a study that explores the role of culture in the special education referral process. [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.]