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This book is a valuable material to Researchers and educational leaders. It attempts to answer questions about disproportionality in special education, and how culture affects acquisition of knowledge. African American students have been overrepresented in special education for many years. Scholars have attempted to explain this phenomenon in a variety of ways. This book is yet another attempt to add to the fold. It is my hope that the readers will find the voice of African American teachers represented here paramount. Although the participants had by no means holistic understanding of the African American youth and their internal challenges, it should be considered to a large extent an additional material to the attempt of solving many decades old problem. The participants provided a profound case based on their perceptions as African American adults with clear understanding of the traditional academic domains. This study was composed from their cultural and linguistic challenges as African American teachers. The account presented herein, should be used as a resource for educators of African American children.