The application of exclusionary discipline practices among students with disabilities (SWDs) receiving special education (SPED) services is a widespread concern. In a local school district in Texas, SWDs receiving special education services are experiencing higher rates of disciplinary exclusions than the state's acceptable total disciplinary removals rate. The purpose of this basic qualitative project study was to investigate the possible reasons for higher rates of disciplinary exclusions among SWDs receiving special education services. The conceptual framework was Skinner's operant conditioning theory. The research questions focused on local school administrators' perceptions of the possible reasons for higher rates of disciplinary exclusions among SWDs receiving special education services and administrators' recommendations for addressing the higher rates. A purposeful sample of eight school administrators participated in individual semistructured interviews. The data were analyzed to identify six themes: insufficient professional development and training, not implementing students' behavior intervention plans, lack of proper diagnosis of disabilities and inadequate support, failure to follow discipline protocol for SWDs, administrators' alternative approaches to exclusionary discipline, and factors contributing to success and replication strategies. Findings may provide local school administrators with a better approach to reducing the rate of disciplinary exclusions among SWDs receiving special education services. [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.]