The purpose of this study was to determine the reported level of special education knowledge of Utah charter school principals/directors. In order for charter schools to provide a learning environment that is accommodating, accepting, and promotes the success of children with special needs a systems change may be in order. For the change to be successful, all of the components of the system must be taken into account. During the Spring of 2009, data were collected from charter school principals and directors in the state of Utah in the form of a survey to determine their self-reported level of knowledge regarding inclusive aspects of special education as it related to the six principles of the Individuals With Disabilities Education Act. Various demographic information was collected to assess charter school leaders' licensure status and method of training. Information was also gathered from the State of Utah Charter School Annual Report to determine the percentage of students with special needs served in these charter schools. The collection of quantitative data revealed results indicating that overall, charter school leaders are very confident in their knowledge of inclusive aspects of special education dealing with the six principles of IDEA. Slightly more than half (57%) of charter school leaders indicated they possessed administrative licensure which was significant in level of self-reported knowledge for four survey questions dealing with evaluating special education teachers, building community relationships, and legal discipline guidelines. Of respondents who reported having administrative licensure, 63% obtained it through a master's program, 33% through a licensure only program, and 4% through other means. For those who reported they did not have administrative licensure, all received their training on the job. Experience, in terms of years as an administrator, was significant only for knowledge regarding the characteristics and causes of the disabilities categorized under the IDEA. The number of students with disabilities in each charter school was significant for two areas of knowledge: instructional leadership for special education teachers and mentoring and supporting new and experienced special education teachers. In accordance with Systems Theory, these results will need to be analyzed with additional research on charter school personnel to determine actual knowledge of inclusive aspects of special education in order to effect change. [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.]