For over 30 years the field of special education has grappled with the problem of disproportionality. The discourse around this issue has predominately focused on possible causes, and yet the problem persists. This paper will provide an overview of the research on disproportionality and multicultural special education. In addition, the authors will examine the extent to which culturally responsive teaching has been implemented in special education and will propose future directions for research and practice. (Contains 2 tables.)