The misrepresentation of certain student groups in special education is a multifaceted issue reflecting broader educational inequities. This article explores the complex dynamics of disproportionality, focusing on differences by race group and disability category in identification and placement for special education services. It examines the intricate interplay of eligibility and identification processes, highlighting the biases inherent in decision-making. Despite mixed research evidence, studies with diverse student populations shed light on how disproportionality in special education is not solely rooted in poverty. This article seeks to foster a deeper understanding of the systemic factors contributing to disparities in special education provision by unpacking these complexities.