Students with culturally diverse backgrounds are more frequently identified as requiring services under the Individuals with Disabilities Education Act, leading to overrepresentation of students that are members of minority populations being referred to and placed in special education classrooms. The student’s race, language, gender, disability, and culture all intersect and influence the special education evaluation process. The interaction of these dimensions can impact the way a student’s academic performance, learning style, and behavior is perceived by teachers and other educators within the school system. Typically, individuals are unaware that they are viewing students through a cultural lens created by their own background and experiences within society. This inequity in the education system has drawn the attention of researchers and education professionals.