Since 1968, researchers have been questioning the pertinence of special education programs and the prevalence of African American males identified for participation. This exploration uses a constructivist grounded theory framework to inquire about administrative perspectives on the disproportionate number of African American males in special education, primarily in the category of Serious Emotional Disability. The study, conducted using a series of brief pre-interview observations and interviews, develops five themes that have emerged from the analysis of data. These themes are: "Significance of Educator Training," "Significance of Strong Relationships," "Significance of Race," "Significance of Socioeconomics," and "Significance of Leadership." These themes are consistent with much of the literature on factors related to disproportionate placement of African American males in special education. Elaboration upon these themes provides a basis to synthesize existent research on the topic with new data to develop a theory about the ways in which public school administrators understand and impact disproportionate placement of African American males. The study aims to provide recommendations for future research that not only enhance the literature on disproportionality but also provides practical implications for current and future educators. [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.]