The problem addressed by this qualitative case study is that many principals do not understand special education law and policy after completing administrator programs, which may affect their ability to conduct proper or effective implementation of special education law, policy, and instruction. The purpose of this qualitative case study was to investigate principals' understanding of special education law and policy after completing administrative programs. Thirteen principals from across Wyoming public schools volunteered to participate and completed two Likert surveys and one interview by Zoom. The research questions in the study asked principals about their preservice courses in special education law and policy, along with their responsibilities surrounding special education, any professional development in special education law and policy while working in the field, and their experiences in special education while working as an administrator. The findings indicated that, although principals know how important it is to have a knowledge base of special education law and policy, a majority of principals do not take courses in the area during preservice coursework. Principals learn substantially more while working as principals due to experiences, continuing education, and professional development. The findings suggest that future principals to investigate places of higher education they are interested in attending for principal training to make sure the university provides in-depth training in the area of special education within the program of study. In addition, pre-service principals should add special education courses to their program of study while in a pre-service program. [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.]