Special education eligibility determinations are decision making processes that involve multiple stakeholders who bring a variety of power, privilege, and influence that impacts the overall decision and trajectory of the evaluation team. Eligibility for special education is a prescriptive process outlined by federal and state regulations that determines who is entitled to the specialized support and services categorized under the umbrella of special education within our public school systems. This high-stake decision-making process is filled with themes of equity and inclusion, political ideology, social justice for students, distribution of power, and the awareness of emotional intelligence. Upon entering the doorways of our public schools, all students are general education students first. Special education is defined as a set of specially designed instructional methodologies, content, or delivery of instruction that are adapted based upon the unique needs of an individual student inherent to a predetermined set of eligibility criteria. This process can be challenging to navigate as knowledge obtained by the decision making facilitator known as the Local Education Agency (LEA) representative varies and because there is an ambiguity of definitions and terms across the states including New Hampshire. The goal of special education since its inception in 1975 and subsequent reauthorizations has been to raise the tide of equity of access to and progress within the general educational curriculum, instruction, and assessment practices available to all public-school students. In general, the goal of our public-school systems is to prepare students for post-secondary life beyond high school graduation. Special education eligibility determination requires teams to gather together facilitated by a process facilitator with the title of a Local Education Agency (LEA) representative to analyze the evaluation data of individual students and make a judgment call of whether or not they qualify to receive special education support services. This research study explores the relevance of social power and influences within the decision-making process of the special education eligibility determination. This research does not explore the power structure or dynamics that may exist amongst the Individualized Education Plan (IEP) team after eligibility for services has been established, rather it analyzes the relevance and understanding of how social power influences the special education eligibility determination. In so doing, the process of determining specialized instruction creates an evolving and fluid system. Special education is not a destination. [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.]