Special education referral decisions for emotional or behavioral problems were investigated. A survey distributed to regular education elementary school teachers examined differences in referral decisions for internalized and externalized behavior patterns. The survey also looked at teacher gender and years of teaching experience as variables affecting referral decisions. Results were inconclusive but suggested that teachers may be as likely to refer for internalized behavior problems as they are for externalized behavior problems. No clear link was shown between teacher gender and the likelihood of referring students for emotional or behavioral difficulties. Teachers of both genders appeared equally likely to refer students for most behaviors; however, females may be more likely to refer for certain externalized behaviors. The influence of years of teaching experience was also unclear, but teachers' likelihood of referring students for various internalized and externalized behaviors did not appear to be impacted by this variable in a majority of cases. The following are appended: (1) Survey Cover Letter; and (2) Teacher Survey.