In this twenty-first century there is a disproportionate amount of African American males in special education in the U.S. This is a factor happening day by day affecting the achievement gap between Black and White students, especially males. The purpose of this study is to point out factors that contribute to the overrepresentation of African American males in special education and the effects on their self-esteem as a result of being placed in that setting. The researcher employed quantitative methods and procedures that included surveys in order to understand the vital role that education affects African American male students within an urban school district. The researcher found that there were several factors that contributed to the overrepresentation of African American males in special education, including (a) the perceptions that Caucasian female teachers and society have towards the African American male; (b) the absence of the African American males as a role model at home, in the community, and at school; and (c) bias procedures when it comes to the referral and testing for African American males regarding special education. As a result of the study, several solutions for the future are suggested for teachers and administrators. Hopefully, these solutions will be administered nationwide to prevent African American males being referred to special education who do not need it. [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.]