Despite efforts made by educators and policymakers, disproportionality in special education and discipline persists for low-income, African American students. Through the lens of Multicultural Counseling Theory (MCT), this quantitative study investigated the likelihood of school counselors recommending students for advanced and remedial interventions based upon students' cultural behavior styles. The results indicate that counselor bias may affect how they make recommendations for special education. Recommendations for school counselor practice and training are discussed.