The role of the principal includes various obligations and responsibilities, including leading the school's special education (SPED) program. Many aspects inform how SPED students respond to the curriculum, including their learning needs, race, socioeconomic class, and other aspects that intersect and make their needs more complex. The researcher sought to understand the experiences of principals at large, urban high schools in Texas who led SPED programs. Given the importance of intersectionality in education, the researcher reviewed the principals' narratives through the lens of social justice. Doing so elucidated how principals ensure equity in their SPED services. This study followed a basic qualitative design and included in-depth, semi-structured interviews with 10 high school principals. The interview questions centered on their experiences as a leader for their school's SPED programs, whether social justice issues like equity and human rights informed their practices, and whether legislation regarding SPED services guided their decisions. With the understanding provided by the participants' narratives, the researcher presents recommendations for practice that principals can follow to increase access to the curriculum and growth for their students with special needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]