Little is known about special education programming in private, faith-based educational institutions. Limited research exists surrounding private school principals' knowledge of special education law or the existence of special education programming within faith-based schools. This study examined private school principals' knowledge of special education law and their attitudes and practices regarding students with disabilities enrolled in their schools. An online survey was distributed to principals of private, faith-based educational institutions within the Commonwealth of Virginia. Respondents answered questions to provide demographic information, insight into knowledge of special education laws and concepts, and insight into self-perceptions of school programming for students with disabilities. Analysis of survey responses revealed differences in knowledge of special education laws and concepts amongst principals, yet no differences in self-perceptions of services and supports offered to enrolled students. This suggests that private school principals' self-perceptions of the services and supports offered to students with disabilities enrolled in their schools do not appear to be related to their knowledge of special education laws and concepts. Further research, with a larger population sought for study, is needed to more deeply explore gaps in knowledge of special education laws and concepts in relation to principals' self-perceptions of special education programming in private, faith-based schools. [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.]