This study examined the disconnect between child study teams, teachers, principals and parents in the monitoring of IEP's and effective implementation of interventions needed to move African American males from special education placements to mainstream classes. In addition, stakeholder attitudes, perceptions, opinions, and beliefs were examined regarding their roles and responsibilities and that of others. The study demonstrated much about how fractured the IEP process is within the schools of the district studied. Additionally, the study revealed that, for classified African American males who rely on stakeholders to create plans that cultivate their success, a major overhaul and redesign of the special education process is urgently needed. [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.]