There is a rising concern among researchers regarding the percentage of English Language Learners classified with Individual Education Plans. This study qualitatively investigated schools with high and low percent growth of English language learners in Special Education. It was found that ELLs who receive instruction in English are three times as likely to be classified in Special Education. This study investigated how brain-based research, teacher self-efficacy and teacher knowledge of how ELLs acquire English influence the rising the number ELLs in schools today.