The purpose of this qualitative exploratory case study was to examine how novice special education teachers perceive administrative support during the first five years of teaching. This study was guided by the Cooperrider's appreciative inquiry (AI), and the Critical Systems theory (CST) conceptual framework. Purposeful sampling was used to select study participants, and a total of 10 novice special education teachers in their first five years of teaching in a Western Tennessee school district were recruited. The study involved collecting and analyzing data from three data sources including observations, interviews, and two documents: IEP and bell work. Study participants answered 10 open-ended semi-structured questions and shared their IEP and bell work documents. The data obtained from the interviews was suitable for identifying patterns and themes relating to views and experiences shared by the participants. Four themes emerged during the data analysis process. The identified themes were a) provision of administrative support to special education teachers, b) novice special education teachers during the first five years of teaching, c) suggestions regarding administrative support for novice special education teachers, and d) influence of administrative support on special education teachers. Besides, analysis of the IEP and bell work documents revealed administration support in filling these documents. Based on the emerging themes from the interview responses, the implication is that administrative support is essential for the novice special education teachers during their first five years of their teaching since it builds on their confidence, encouragement, and understanding of procedural guidelines. [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.]