The dropout rate of minority students, mainly African American male special education students in the public school system, is a grave concern for society for many years. The youth who drop out of high school often ends up unemployed and in legal complications. His higher education chances become non-existence, and the student's situation causes him to be a financial burden to the community. Being an African American male student does not guarantee the pupil an education in the public school system. This problem has existed for over fifty years in the public school system. The African American male special education students have been struggling with their disabilities, ethnicity, and other factors contributing to their drop out problem. Teachers in the exceptional children's program in North Carolina public school system appear to be unaware of the ramifications that the dropout has on the African American male special education and society. The purpose of this qualitative exploratory multi-case study was to understand teachers' perceptions of why African American male students in the exceptional children's program drop out of the public school system. This study's theoretical frameworks were critical race theory and critical social theory. For this study, snowball sampling was used to recruit fourteen high school teachers from various states of the united states who participated in a telephone interview. The interview questions were open-ended in a semi-structured format. The transcribed data was uploaded into NVivo 12, coded, and recoded to produce the themes. The major themes were education, program, special education, and disciplinary infractions. The finding of the study indicated that the teacher-student relationship gap still exists. The recommendation for practice should include the school administrators creating a committee made up of a special education teacher, a general education teacher, the school psychologist, parents of at-risk students, and a community member. This committee would work as one body and develop programs to deter students from dropping out. Recommendations for future research include a similar study done in a different region of the United States. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]