This qualitative study explored secondary-level building administrators' preparedness to supervise and support special education programming. It investigated knowledge gaps, needs, and the role of induction programs. Interviews with twelve administrators were conducted, transcribed, coded, and analyzed through grounded theory methodology. Findings revealed administrators lack the training necessary to adequate fulfill their duties in the realm of special education. Those with prior special education experience felt more prepared. A lack of training combined with a lack of experience caused uncertainty regarding the responsibilities and a lack of the necessary skills to perform the duties associate with their roles. Administrators acknowledged gaps in development across all areas of special education including the federal and state laws which govern special education. Induction, including orientation, mentoring, and on-going professional development were found to be considered a solution for supporting administrators. Throughout the study, prior special education experience significantly affected preparedness. Other demographics had minimal impact. This study emphasizes the importance of targeted training, role clarification, and ongoing professional development for building administrators in special education. It has practical implications and calls for further research in this area. [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.]