Special education provides an accessible route for children with intellectual disabilities (ID) to be evaluated and to access services. Understanding the factors that influence special education eligibility can provide valuable insight into the school evaluation and eligibility process. This study used structural equation modeling to examine the characteristics that influenced special education eligibility among children with ID. The sample included children who met criteria for ID in the Utah Registry of Autism and Developmental Disabilities (URADD). The relative contribution of cognitive functioning and adaptive functioning to eligibility status was evaluated. In addition, this study examined whether sociodemographic characteristics moderated the relationship with special education eligibility. The sociodemographic characteristics analyzed included race/ethnicity, sex, and the socioeconomic status variables of maternal education, paternal education, and birth weight. The findings from this study show that cognitive functioning, adaptive functioning, race/ethnicity, sex, maternal education, paternal education were not significant predictors of special education eligibility. Birth weight was found to be a significant predictor in the current study. The implications of the findings are discussed along with future directions for research. [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.]