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Increasing number of African American males student each year are placed in special population classrooms. One outcome from this decision is that most of these students are not prepare to enter the workforce, once they graduate from high school. Moreover, African-American male students have the poorest academic outcome in both the special education and the general education population at large. A reason for this disparity can be found in the curriculum that is being taught to African American male students. The purpose of this paper will address what has happened to the African American male student as it relates to explaining their over-representation in special education classes and possible solutions that may be effective in curbing their numbers in special education programs.