This paper examines Special Education Tribunals, in Ontario, Canada through a Luhmannian theoretical lens. At total of 58 Special Education Tribunal summary hearings were analyzed using the constant comparative method through NVivo software. The results revealed that these Tribunals appear to favour the assessment testimony of teachers and other school personnel over that of other professionals such as educational psychologists, medical doctors, and university professors. This finding is discussed in relation to the available interpretations of Luhmann's social systems theory along with the limitations of using educational tribunals to remedy social justice issues.