This quantitative research conducted in Southern California validated Lake and Billingsley’s (2000) Grounded Theory regarding factors causing conflicts in special education. This study found that discrepant views of a child or child’s needs, knowledge, service delivery, constraints, valuation, reciprocal power, communication, and trust, were associated with the perception of conflicts. Generally, the bivariate correlation coefficients indicated that all the predictors were statistically significant except use of power. The regression model evidenced significant association of knowledge, services, valuation, and trust. The comparison of the models for three subgroups of participants indicated that for parents, service delivery and valuation were significant factors of conflicts. For administrators and service providers, trust was a significant factor of conflicts.