The purpose of this quantitative study was to investigate the factors that influenced the decision of general education teachers to identify and refer male students for special education classes. Additionally, the students' gender, the teachers' gender, and the teachers' years of teaching experience were investigated to determine the extent to which these variables influenced the number of male student referrals. Changes in educational assessment and programming within the reauthorization of the Individuals with Disabilities Education Improvement Act [IDEIA] [2004] created a need to examine the identification and referral process teachers use when referring male students for special education services. A survey of 15 referral factors was administered to 95 general education teachers. Results indicated there were significant differences in the referral rate of male students for special education consideration based on a student's gender, a teacher's gender, and a teacher's years of experience. [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.]