The purpose of this study is to explore special education teacher and teacher educator perceptions of the Standard Outcome Lesson and Reflection (SOLAR) Guide. Even though research shows that special education teachers need the skill of curriculum mapping in their roles in the classroom, a dearth of research has identified effective ways to help special education teachers with this process. Tables of specification have been identified as a potential resource to support special education teachers, however, this study is among the first studies to leverage tables of specification in a tangible resource called the SOLAR Guide to help special education teachers navigate curriculum mapping. The SOLAR Guide was designed to support curriculum mapping by having special education teachers systematically and purposefully align content standards, assessments, lessons, and evidence-based instructional strategies in secondary general education content classes. The design of the SOLAR Guide followed the process of educational design research. Educational design research allowed for an iterative and collaborative process that incorporated special education induction year teacher feedback into the SOLAR Guide. Perceptions of the SOLAR Guide were explored through interviews of teachers and teacher educators, a feedback questionnaire, and samples of completed guides. The findings of this study suggest that (a) special education induction year teachers and teacher educators saw the same potential in the SOLAR Guide as a visual aid, collaborative document, and reflective tool to support curriculum mapping (b) special education induction year teachers and teacher educators used similar language related to movement when describing how they conceptualized the mapping and teaching of a curriculum (c) special education induction year teachers and teacher educators saw potential in adoption of the SOLAR Guide in special education teacher preparation programs and made recommendations for its future adoption and use (d) special education induction year teachers and teacher educators identified limitations of the SOLAR Guide and barriers to its adoption. A comprehensive discussion of the findings, implications for future use of the SOLAR Guide and future directions for research are offered. [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.]