African American students are disproportionally represented in educational programs for students meeting eligibility criteria for emotional disturbance. Although special education services are designed to improve student outcomes, the provision of services may result in social stigma, removal from the general education setting, and inadequate learning opportunities. This article reports on contextual factors that may contribute to the overrepresentation of African American students. Recommendations for educational practice are also discussed. These include using an ecological framework for evaluating student behavior, strength-based methodologies, and culturally responsive teaching methods.