This qualitative study examines the perspectives and assumptions of the appraisal professionals who are involved in and responsible for the evaluation of students with behavioral concerns. Appraisal professionals employed in two school districts participated in this study. Interviews were analyzed according to emergent themes that suggested two major assumptions of the participants. The first assumption involved the relationship between students’ social location and the condition known as Emotional Disturbance. The second assumption focused on systemic or institutional issues of classification. Implications for appraisal professionals and limitations are also discussed.