The paper aims to explore the impact of teachers' culturally responsive self-efficacy on the overidentification of students from historically oppressed and historically marginalized communities in special education. The current study collected mixed methods data through primary and secondary means, which included critically reviewing the existing work of scholars on or around the mentioned aspect. Likewise, primary quantitative data has been collected by conducting surveys that also included open-ended questions. The participants who volunteered to be a part of the current study were pre-kindergarten to fifth-grade teachers, therapists, behavioral health professionals, psychologists, counselors, and other education service providers. The primary measurement tool used to inform the research questions that guided the study was the Culturally Responsive Teachers Self-Efficacy (CRTSE) Scale created in 2007, which was designed by Kamau Siwatu. The survey questionnaire consisted of 41 Likert-type questions, with a range of 0-100, where zero reflected the lowest confidence level and 100 represented the highest confidence level. Although the qualitative data has been collected by including open-ended questions in the questionnaire, the 3-hour professional development session was held via Google Meet to accommodate social distancing protocol. A semistructured interview was conducted with five participants after attending the professional development session. [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.]