Within the public school setting, campus administrators are not only expected to serve as instructional leaders for special education teachers but also to provide dedicated support and guidance to those teachers to foster an inclusive and enriching learning environment for students with diverse needs all while fulfilling the legal requirements outlined through the Individuals with Disabilities Education Act (2004). This was a sequential mixed-methods study where the researcher utilized a causal-comparative research design to examine whether targeted professional development in special education improved the perceived preparedness and self-efficacy of campus administrators. The professional development series utilized in this study was developed based on survey and interview data provided by the participants pre-intervention and served as the intervention for participants in this study. The participants for this study consisted of a group of campus principals and assistant principals across 12 campuses in one EC-12 public school located in a specified North Central Texas school district. Quantitative data were examined and analyzed from a pre-intervention 5-point Likert scale survey to determine the individuals' self-efficacy in supporting and supervising special education teachers utilizing descriptive statistics. The same preparedness survey was administered a second time to the same participants following their targeted intervention to determine whether their training had any improvement on the perceived preparedness and self-efficacy of campus administrators. Data collected on the post-intervention survey were analyzed to study the relationship between the independent variable, the targeted professional development and training, and the dependent variable which was the self-reported self-efficacy and competency. The researcher used descriptive statistics in SPSS, Version 27, and Cohen's (1992) "d" to examine and compare the degree of perceived self-efficacy pre- and post-intervention. Overall, the targeted intervention had a large effect size on a campus administrator's skills and knowledge to identify the differences between workload and caseload. There was a medium effect size from the targeted intervention on whether campus administrators felt they had been prepared to support the needs of special education teachers on their campus. The targeted intervention had a small effect size or little to no improvement for the remainder of the questions and areas of perceived preparedness. The results from the pre- and post-intervention focus group interviews confirmed the qualitative findings and underscored the necessity for continuous, proactive, and targeted professional development for campus administrators in the field of special education, not only for school districts but also for principal preparation programs. [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.]