This mixed method study examined elementary teachers' characteristics (efficacy, tolerance, and demographics) and their influences on the decision to refer African American students to special education. A stratified purposeful sample of 115 elementary teachers for the quantitative segment and a subsample of 13 teachers for the qualitative portion will provide needed insight on the disproportionate problem from a teachers' perspective. Data collections consisted of administering three quantitative instruments to certified general education teachers: the Teacher Efficacy Scale (TES; Woolfolk & Hoy, 1990), the Teacher Tolerance Scale (TTS; Safran & Safran, 1984) and a demographic background information survey and semi-structured face to face interview guide for the qualitative segment. Descriptive and inferential analyses were performed on the quantitative data collected while the qualitative data analysis was conducted by using computerized system of qualitative data analysis, ATLAS/ti. The results found statistical significant difference between teachers' race and the referral rate of African American students for special education. [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.]