There is an overrepresentation of students with disabilities within the population of students excluded (i.e., suspended or expelled) from school. Students with disabilities are suspended for behaviors that are, for the most part, nonviolent and not unlike the behaviors of their general education peers. The Individuals With Disabilities Education Act (IDEA) states that a disability should not be a hindrance to full participation in society and that improvement in educational practices for individuals with disabilities will increase equal opportunity and full participation of this population in school settings. One of the ways in which IDEA strives to ensure such access is through a manifestation determination review (MDR). The purpose of an MDR is to determine whether the offending behavior was a manifestation of the student's disability or due to failure to implement the student's program. An MDR must occur when a student with a disability demonstrates a problem behavior that results in a change in placement. Conducting meaningful MDRs that result in informed decision making and appropriate allocation of supports is crucial to student success. This article describes the MDR process, the purpose and interdisciplinary nature of MDR committees, and best practices for an interdisciplinary MDR committee.