The purpose of this qualitative study was to explore the protocol of how high school counselors manage Black male students diagnosed as being emotionally disturbed. This study examined the problem of the overdiagnosis of ethnic minority youths, mainly Black youths. The research used a case study research design to answer three research questions and collect data from semi-structured interview questions. Seven participants, including one administrator, two counselors, and four teachers, were recruited using a purposive sampling strategy from three high schools in the northern region of Texas. Semi-structured interviews were scheduled using a Zoom conference call platform. Data were collected and analyzed with four themes that responded to the three research questions. The themes identified included the importance of educator preparation and training, the need for all stakeholders to understand emotional disturbance, the necessity for improved prevention plans to avoid or reduce misdiagnosis, and the call for prevention measures to be redefined, restructured, and standardized across all schools. The findings and results of this study provided a means to establish positive academic and social outcomes for emotionally disturbed students. The findings were limited by participant size and participant bias. Recommendations for future studies included assessing further the structure in other school districts about the processes for evaluating students showing signs of emotional disturbance and exploring the legal implications associated with the necessary application of programs set for assisting students with emotional disturbance diagnoses. [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.]