This dissertation investigates the disproportionality of students of color enrolled in special education in the Long Beach Unified School District (LBUSD), with a focus on novice teachers' perceptions and experiences. By investigating the variables contributing to this disparity and obtaining views from early career educators, the research has significant practical implications for schools and districts nationwide. The persistent issue of disproportionality necessitates a comprehensive approach to teacher training, support, and professional growth. This study's key findings include creating an inclusive school atmosphere, using culturally sensitive and restorative teaching approaches, and establishing comprehensive Multi-Tiered Systems of Support (MTSS). Furthermore, having deliberate, equitable systems for recommending students to special education programs is critical, highlighting the practical steps that can be taken to address this issue. The results underscore the need for culturally appropriate teaching practices and better referral systems in addressing biases and institutional defects that lead to the overrepresentation of students of color in special education. This study advocates for improved teacher training to avoid misusing support models such as Student Study Teams (SST) and Response to Intervention (RTI), which may result in student misplacement. By identifying areas for improvement in teacher training and assistance, the study's ultimate goal is to minimize the overrepresentation of students of color in special education while improving educational results. Finally, the overarching goal of the study strives to promote fairness and inclusion in education, ensuring that all students, especially those from marginalized communities, have equal opportunities to achieve. [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.]