This study investigated teachers' experiences and perspectives on the identification of and educational support for students at risk for disabilities. Three focus groups with general education teachers and four with special education teachers were conducted. The interview data were analyzed using grounded theory methodology. The results, based on axial coding, revealed the core phenomenon to be the cycle of referral, identification, and intervention. The contextual conditions that sustained the cycle were: (1) parental denial; (2) families with low SES or vulnerability; (3) the negative effects of labeling; (4) general education teachers' workload; (5) ambiguity of special education teachers' role; and (6) poor collaboration between general and special education teachers. The key factors required to switch to the positive cycle were teachers' responsibility and competence. The action strategies to facilitate the identification and intervention processes were summarized as implementation of: (1) valid and reliable identification procedures; (2) schoolwide preventative intervention system; and (3) comprehensive family support.