Historically, minority students have been overrepresented in special education programming in the United States (Fletcher, 2014; Wright & Wright, 2021). This study describes how several external historical, theoretical, and practical factors beyond academic challenges impact special education qualification rates for minority students compared to their non-minority counterparts. It also considers these factors through the lens of implicit bias, cultural misunderstandings, and misinterpretations of disability categories, like emotional disturbance. The study outlines these contexts by exploring Disability Critical Race (DisCrit) Theory, Cultural Ecological Theory, and Social Learning Theory to understand the social and cultural influences that further lead to the issue of overrepresentation. Prior research suggests that lack of cultural awareness, potential implicit bias mindsets, and other issues beyond students' development and control contribute to the disproportionate representation of minority students in special education (Breese et al., 2023; Kreskow, 2013).This mixed-methods study utilizes Q-methodology and a questionnaire to examine external root causes and systemic issues related to influences regarding the special education evaluative process for minority groups, specifically Black students and emotional disturbance. By examining the perspectives of education professionals, this study aims to recognize the need for considerations of cultural responsiveness, effective self-reflective practices, ongoing professional development, and innovative systems that address the whole child before the special education evaluative process begins. The results of the study reveal significant concerns related to the special education evaluative processes regarding consideration of external factors, overall consistency, procedural misunderstanding, and issues related to cultural differences. These findings from a theoretical context indicate a need for understanding the overrepresentation of minorities in special education from a historical and behavioral lens. More work will be needed from a practical lens regarding professional development, agency inclusion (e.g., mental health and community supports), and considerations of working from a more inclusive lens related to specialized student populations. Researchers can shed light on issues extending beyond academic challenges by examining the intersections of various external factors, such as historical, theoretical, practical, and social barriers like a lack of cultural awareness, together with professional perspectives. This approach enables them to recognize the significance of developing innovative solutions to tackle a complex, multi-faceted phenomenon and has hindered minority students for decades. [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.]