The problem addressed by this study was Eastern Pennsylvanian K-12 regular public education teachers' lack of referral of speech/language students for services and prejudiced perceptions of speech/language students. The purpose of this qualitative case study was to gain understanding about the experiences of regular education teachers regarding their lack of referrals and prejudiced perceptions of speech/language students. The study aimed to help understand the supports and resources regular education teachers deem necessary for successful instruction of students with speech/language impairments. In this study, I examined teacher's experiences with the referral process and corresponding perceptions of speech/language students. The target school district was a large suburban K-12 school district in Eastern Pennsylvania. There were four participants who are regular education teachers who have had speech/language support students in the last 3 years in their classrooms. To gain the necessary data and information to allow for triangulation the following methods were used to collect data: semistructured initial interviews, member checking emails after the initial interview of the interview transcripts to allow for verification of accuracy and trustworthiness of the transcripts, personal narratives, semistructured second interviews, and member checking emails after the second interview of the interview transcripts to allow for verification of accuracy and trustworthiness of the transcripts. The overarching findings of this study indicated positive perceptions towards speech/language support services. The findings also indicated there was a commonality in needing to understand speech/language services better and improving overall collaboration. Understanding and examining the lack of referrals and the corresponding perceptions that impact the planning and development of speech/language support programs are essential to better understand how to support students in the classroom. [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.]