In highly diverse, large urban school districts across the United States, special education students of color, particularly African-American students, are subjected to exclusionary discipline practices such as suspension and expulsion at rates more than three times those of their general education classmates. This study, grounded in Clark and Estes (2008) Gap Analysis Framework, uses a multi-methods approach comprised of both quantitative surveys and qualitative online interviews to collect data from mild-to-moderate, special education teachers teaching in self-contained classrooms. This study reviews assumed influence gaps contributing to the disproportional problem of practice by looking at stakeholder attitudes and behaviors through lenses of knowledge, motivation, and organization. This study addresses issues of personal bias, teacher self-efficacy, attribution, and student-centered relationship building. Five potential gap elements are validated by the study, and recommendations are provided for each. This study assists in contributing to the growing body of research knowledge designed to better support educators with a desire to establish greater equity, access, and opportunity for every student in the school system.