This study examined why students with disabilities have a strong presence in the juvenile justice system and measures to prevent or reduce the school-to-prison pipeline. The study utilized a Teacher Questionnaire on Delinquency to compare middle and high school teachers perceptions' of risk factors of delinquency for students with disabilities. Quantitative data were analyzed using an independent samples t-test. Thematic analysis was used to analyze qualitative research questions. Teacher responses from the Teacher Questionnaire on Delinquency demonstrated a significant difference in middle school teachers' perceptions and high school teachers' perceptions of the influence of poor parenting, drugs/alcohol use, exposure to violence, and abuse/neglect in the home environment. However, there was not a significant difference in middle school teachers' perceptions and high school teachers' perceptions in students with disabilities repeating two grade levels, receiving poor grades (D, F), and a high number of discipline referrals (five or more) in a school year. Qualitative data from the Teacher Questionnaire on Delinquency indicated that respondents received little or no professional development training on ways to support students with disabilities at risk for delinquency and preventative measures to reduce the delinquency of students with disabilities. Respondents indicated that professional development that addressed behavior modification, warning signs of delinquency, and implementation of individual education plan modifications and accommodations may help prevent delinquency. [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.]