There have been previous attempts to define the roles and responsibilities of the SpEd Director however, the current position of SpEd Director is not clearly defined. The purpose of this convergent parallel mixed methods study was to provide a clear view of what the position of SpEd Director currently requires. Specifically, this study was designed to define the daily roles and responsibilities of public-school SpEd Directors through an examination of the self-reported leadership styles and roles and responsibilities and an analysis of job descriptions of Louisiana public-school SpEd Directors. Both qualitative and quantitative data were collected from Louisiana public school SpEd Directors. The primary strand is sequential and involved active data collection. In the secondary strand, document analysis occurred. The primary strand began with a qualitative focus group with retired SpEd Directors. During the focus group the qualitative survey was reviewed and discussed. Next, the quantitative ELP-SpEd survey was administered to current SpEd Directors via email to gather data from participants about leadership styles, roles and responsibilities, and demographics. Following the administration of the survey, a semi-structured interview was held via Zoom with two current SpEd Directors. During the semi-structured interview, data from the quantitative survey was discussed. The secondary strand included a document analysis of current job descriptions of SpEd Directors. Job descriptions were reviewed to identify tasks related to the roles and responsibilities of SpEd Directors. Job descriptions were also reviewed using the NPBEA Professional Standards for Educational Leaders and the CEC Advanced Specialty Set for Special Education Administration Specialist as a guide. This study revealed that SpEd Directors have high or moderate levels of Transformational, Transactional, Authentic, and Servant Leadership. The time spent on completing roles and responsibilities in the areas of Fiscal Management, Personnel Management, Program Development and Evaluation, Professional Development, Collaboration with GenEd, Legal Areas, and Advocacy were rated as Very Often by most SpEd Directors. The time spent on completing tasks in the areas of Community and Public Relations as well as Assessment and Evaluation was rated as Sometimes by most SpEd Directors. Additionally, all job descriptions included tasks related to Program Development and Evaluation as well as Legal Areas. Most job descriptions included tasks related to Fiscal Management, Personnel Management, Community and Public Relations, Assessment and Evaluation, and Professional Development. Surprisingly, advocacy tasks were not included in all job descriptions. Both the NPBEA and CEC Standards incorporated the roles and responsibilities of the SpEd Director. [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.]