This qualitative case study examined the effects of power on the decisions of one elementary school Committee on Special Education (CSE) using a postmodernist philosophical perspective that focused on the power/knowledge teachings of Michel Foucault. Utilizing interviews of CSE members and observing CSE meetings, data emerged on issues of the CSE as a battleground that causes much stress for all of the members of the CSE. Other factors included misunderstanding about the functioning of the CSE as a team. Power was evident throughout the CSE process as the social identities of all but the parent member were exerted. The findings of this study indicate that although the power of the law dominates the CSE process, the flow of power between and among the members of the CSE interferes with meaningful discussion about the best interest of the child. Additional findings suggest that recognizing the effect of power in the CSE process shows that we continue to work in an exclusion model in our schools with regard to special education. The findings of this study could serve as a focus for re-examination of the purpose and process of the CSE. [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.]