The literature extensively documents the detrimental effects of exclusionary discipline on student outcomes, despite its continued excessive utilization. Exclusionary discipline often results in teachers not having the necessary support and training to deal effectively with problematic behaviors, which are useful for students who need behavioral skills instruction so they can be successful at school. The end goal is to reduce suspensions of all students, especially African American males qualifying for special education services. Previous studies provide evidence that they experience higher suspension rates when compared to their peers without disabilities. The purpose of this qualitative descriptive study was to explore the disparity of limited discipline input special education leaders have for students in the program and are the fiscal competence authority once the school district has been identified as disproportionate for over suspending African American male students. The participants' responses reflect they are not involved in any suspensions issued to students who have disabilities, and they are solely responsible for the fiscal components of funding for students who have disabilities. In North Carolina, short-term suspensions are issued by building administrators, principals, and assistant principals, and the superintendent issues long-term suspensions. Special education leaders do not issue suspensions but are responsible for the process once identified as disproportionate for over suspending African American special education male students. To effectively correct disproportionality, the district-level superintendent, district-level academic leaders, special education program directors, building principals, and the district-level finance director should collaborate and lead efforts to fix disproportionality. [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.]