Teacher efficacy and teacher tolerance, along with teacher gender, were examined for their relationship with the number of students teachers referred to special education. In a sample of 167 elementary school teachers from an urban school district in the State of Texas, no statistically significant relationships were yielded between teacher tolerance and referrals made to special education; between teacher efficacy and referrals made to special education; and, between teacher years of experience and referrals made to special education. In addition, no differences were found in teacher tolerance and teacher efficacy as a function of gender. Results were not supportive of previous research studies. Implications of these findings are discussed....