Black males are being identified in special education in urban elementary school districts at a disproportionate rate. The problem addressed in this study was that inconsistent use of multitiered systems of support leads to the disproportionate identification of urban elementary-school-aged Black males in special education. The purpose of this qualitative case study was to understand the perspectives of urban elementary-level educators about if the Multitiered System of Support process results in the disproportionate identification of elementary-school-aged Black male students in special education. For this qualitative study, the social cognitive theory helped establish human influence on the multitiered systems of support framework, and educator perspectives were gathered through semi-structured interviews. The 20 participants were educators from the same Midwestern urban school district. The findings show that the multitiered systems of support framework are inconsistent due to bias, a lack of training, and a lack of time. This study recommends future research on service delivery models in urban districts, the impact of the multitiered systems of support framework in middle and high schools, and the implementation of the framework with fidelity. [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.]