Despite a wealth of literature examining overrepresentation of African American students in special education programs, little research has focused on overrepresentation at the local and regional level. Using case study qualitative method, the experiences of special education administrators, principals and teachers were collected and analyzed to ascertain the strategies, policies and procedures being implemented to alleviate the overrepresentation of students of African American decent in special education programs in three East Texas elementary schools. Factors contributing to overrepresentation and common practices to alleviate African American overrepresentation emerged from the narratives of the participants.