Black students with disabilities in Maple Cove School District were three times more likely to lose instructional days due to exclusionary disciplinary action than their peers without disabilities. A qualitative inquiry approach, in the form of a case study was used to determine principals' perspectives about factors that may impact discipline disproportionality. Student disciplinary records were examined to verify disproportionality and investigate patterns and categories related to students with and without disabilities being issued Office Discipline Referrals (ODRs). Interviews were conducted with building level administrators (principals and assistant principals) and their responses recorded and open coded to determine themes and develop ideas about how to address the inequities in how students are disciplined.