This study examined whether consistently implementing reading fluency interventions prior to referring students for a special education evaluation led to fewer overall special education referrals, as well as more accurate special education referrals. Results indicated that the implementation of a peer-mediated reading fluency intervention significantly decrease the number of overall special education referrals. Students who were referred for special education following participation in the intervention program also were more likely to qualify for special education services compared to students who had not participated in the intervention program. This indicates that fewer inaccurate special education referrals may occur following implementation of in-class reading interventions.