This investigation employs Disability Critical Race Studies as a theoretical framework to determine the interdependence of racism and ableism in school settings. African American male students with learning disabilities are queried about their interpretations of special education placement and labeling while attempting to secure educational opportunities during high school. Their responses were used to determine the consequences of labeling as they intersect with factors such as race, gender and, to a lesser extent, social economic status. Subsequently, as a result of this investigation, implications for empowering students through self-advocacy and enhancing teachers' knowledge of diverse learning styles are discussed.