The purpose of this study was to examine factors contributing to special education enrollment trends in Texas over the past two decades through an examination of identification rates at state and local levels and gathering of perspectives from school personnel with direct knowledge of special education enrollment practices and the impact of federal and state policies. The study explores possible causal factors through descriptive analysis of the data and deepens understanding by interviewing key school personnel with direct knowledge of identification practices in districts during the specified timeframe. This multi-case study relied upon publicly available data and interviews with four individuals who had direct knowledge of practices at the local level during a period of significant statewide decline in special education enrollment from the turn of the century until the 2013-14 school year. This research also describes how special education enrollment has increased significantly across the state over the past several years following findings of non-compliance by the United States Department of Education Office of Special Education Programs and the Texas Education Agency's implementation of a statewide corrective action plan. Findings suggest that while the implementation of the Performance Based Monitoring and Analysis System had a direct and substantial impact upon district practices and a statewide decline in enrollment rates, there were other important factors that contributed to declines in enrollment. As found in this study, these other factors include the implementation of a Response to Intervention Model, substantial changes that occurred in evaluation methodology, and a narrowed application of child find requirements as required by federal statute. Understanding why this phenomenon occurred in Texas and the ongoing effects on adequate provision of services is a crucial step in ensuring that corrective actions result in improved outcomes for students and the prevention of future under-identification of students eligible for special education services. [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.]