Minority students continue to be disproportionately recommended for special education services in the United States. The problem addressed by this study is Black and Latino male middle school students are disproportionately placed in special education programs, which can have negative academic and social impacts. This problem impacts Black and Latino male students, their families, and their teachers. The purpose of this study was to explore the academic and social impacts of disproportionality as it pertains to the overrepresentation of Black and Latino male students from the perspective of parents and teachers. Due to a lack of parent participation, only the perspectives of teachers will be reported in the findings. A qualitative exploratory single case study design was used for this study and Critical Race Theory served as the guiding theoretical framework. Eleven teachers from various backgrounds participated. A semi-structured interview protocol which included questions related to teacher's classroom experience as well as their experiences working with Black and Latino students in special education was developed. Inductive analysis was used for this study. The results of the study indicated teachers believed special education services can have positive academic and social impacts for some male Black and Latino students. Teachers viewed the school system as inherently racist and oppressive. Systemic and classroom-based issues were identified as causes of the disproportionate representation. It was recommended there are shifts made to teacher preparation programs and improved criteria and testing for classifying students with disabilities. It was recommended future research focus on the impacts of disproportionality across various school types, the impacts of disproportionality in the northeastern region of the United States including parent and student voice, assessment bias in special education, and the impact of instruction in culturally relevant pedagogy for preservice special education teachers. [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.]