The purpose of this study was to explore the possible causes that might contribute to the disproportionate percentage of English language learners ELLs with special education individual education plans (IEPs). Elementary school classroom teachers from school districts that exhibited high growth in the percentage of ELLs with IEPs during 2007-2010 were compared to classroom teachers from schools that exhibited low growth in the percentage of ELLs with IEPs. In this study, teachers' knowledge of acculturation, referral processes, teacher self-efficacy, and knowledge of brain-based research were qualitatively investigated, and were related to the growth of ELLs classified in special education. Furthermore, also explored in this study were classroom teachers' use of brain-based research in the dimensions of attention, memory, language, neuro-motor functions, spatial-temporal ordering, sequential ordering, social cognition, and higher-order cognition. The results of this study indicated that one of the differences between teachers from low and high percent growth schools, was the implementation of additional support services as part of a response to an intervention plan. Additionally, findings revealed that teachers were not prepared to work with ELLs. Professional development for classroom teachers was needed to decrease the percentage of IEPs assigned to ELL students. The results suggest that teachers with high self-efficacy were more likely to implement effective brain-based research strategies in the classroom, which in turn might be associated with less referral of ELLs for IEPs. [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.]