Although African American male students make up only 8% of public school enrollments, they represent 30% of special education students (Kunjufu). This disproportionate placement of African American males can be problematic if students are inappropriately placed in special education. According to the National Academy of Sciences, an inappropriately placed child’s “educational progress may falter due to lowered or inappropriate expectations and goals” (Heller et al 1982). This workshop takes an exploratory view of some of the causative factors of why there is disproportionate placement and helpful strategies to advocate for boys wrongly placed, and tools and resources to help and foster parents become more involved in the educational process.