In 1990, the Individuals with Disabilities Education Act (IDEA) reauthorized a previous legislation for students with disabilities to place more focus on the individual needs of the student, rather than the disability the student may have. In 2004, IDEA was reauthorized to align with the No Child Left Behind Act of 2001, which held schools and school leaders accountable for the learning outcomes of all students, including students with disabilities. To maintain compliance with special education legislation and policies, school leaders have been tasked to create a school environment where students would receive their Free and Appropriate Education (FAPE) and full educational benefit. However, previous research has shown that school leaders lack the necessary knowledge and experience to be special education leaders at their school sites (Roderick & Jung, 2012; Karge & Lasky, 2006). This research sought to understand the self-efficacy of school principals and assistant principals in the area of special education policies and procedures. Through this mixed-methods study, quantitative data was collected from 108 school principals and assistant principals through an online survey that included demographic information, Likert-style questions, and open-ended questions. Qualitative data was collected and analyzed through open-ended questions in a semi-structured interview with seven school administrators. The findings of this study expand on previous researchers' findings which stated that school administrators and school leaders need further education in their leadership programs in order to better prepare them to be special education leaders. This study revealed that there was a significant effect between school administrators and their self-efficacy in being special education leaders. Specifically, school administrators reported the lack of special education coursework in their leadership preparation programs. The data suggested that school administrators recognize the importance of special education training and coursework in leadership preparation programs. Additionally, the data showed that as administrators were more confident about their knowledge of special education laws, regulations, and procedures, they were also more confident in their school duties of supporting students with disabilities in an inclusive environment. [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.]