This qualitative narrative study explored the perceptions of public-school general education teachers on the training they received for referring students to special education. Two key aspects of this were investigated: (1) navigating the special education referral process, and (2) using individualized interventions that are effective with African American male students. The problem addressed in this study is the overidentification of African American male students in special education. This causes concern in the educational community, as students misidentified often suffer unintended consequences such as segregated learning environments, low expectations, and fewer post-secondary opportunities. Using social inequality theory as a theoretical framework, this study aimed at gathering these teacher perceptions to determine what changes, if any, were needed in professional development. Employing a qualitative narrative approach, a diverse sample of five public school teachers representing areas from across the country were interviewed to gain insight into their experiences. Semi-structured interviews were conducted via Zoom. A descriptive thematic analysis of these transcripts was utilized to determine what common themes existed among teacher perceptions. Results indicated that some teachers are uncomfortable with the special education referral process due to various reasons including a lack of training and little experience. Possible factors contributing to the overidentification of African American male students identified through this research were teachers' implicit bias towards racial minorities, little teacher training in cultural characteristics, and students' socioeconomic status. Regarding interventions that are more effective with African American male students, most teachers are open to implementing these in the classroom with the proper training and support. Potential implications of these results suggest the need for professional development on the referral process and implicit bias training to be provided for existing teachers, and that colleges and university modify their curriculum to include more coursework for general education teachers on these topics as well. They also suggest that state educational leaders and policymakers restructure policy to take these factors into account. Additionally, the study advocates for future research into specific regions of the United States on these topics. [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.]