A long-standing issue in the United States has been the disproportionate representation of African American males in special education (Chin et al., 2020). This interpretive qualitative phenomenological study explored the lived experiences of implicit bias in the special education referral process for multidisciplinary team members and the perceived impact implicit bias had in the referral process has for African American males in elementary school. The following research questions were explored in this study: (1) How do multidisciplinary team members understand implicit bias as it relates to special education referrals? (2) What are the stories of multidisciplinary team members who have observed implicit bias in the special education referral process for early elementary African American males? (3) How are the experiences of implicit bias on the multidisciplinary team perceived to impact elementary African American males' referral for special education? This study utilized semi-structured one-on-one interviews of three multidisciplinary team members. Participants were found based on purposeful sampling of current special education multidisciplinary team members who worked in a school district that received a State Board of Education significant disproportionality finding in special education for African American males. Analysis of the collected data revealed key findings for this study. Significant findings showed implicit bias was perceived to impact African American males in the referrals process in the following ways: 1) Lack of clear systems 2) Implicit views of family involvement, 3) Lack of cultural understanding, 4) Students and multidisciplinary team members noticed differing expectations, 5) Pointing out implicit bias was difficult, 6) Lack of training of implicit bias in schools. Implications of this study suggest needed systemic changes with the special education referral process in schools for administrators, educators, and families. This study concludes with recommendations for areas of future 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.]