This qualitative phenomenological research study was used to interview bilingual teachers on their perception regarding the referral process for Spanish-speaking students in emergent bilingual programs. Creswell's (2009) six-step method for analyzing phenomenological studies was used to analyze the interviews. The study results support that bilingual teachers have limited to no training in the areas of special educational and bilingualism prior to entering the teaching profession. Ninety percent of participants noted that training in the intersection of bilingualism and disabilities is nonexistent once they entered the school system. Other findings from this study conclude that teachers encounter obstacles related to language development, sociological, lack educational opportunity, and when referring students for a Learning Disability with the condition of Dyslexia. This study provides public elementary schools with an overview of the needs for training and support for teachers in the bilingual education programs. [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.]