School leaders face difficult situations regarding special education discipline that may ultimately lead to costly litigation. This quantitative study design explored secondary school leaders' knowledge of special education discipline law in the five IDEA provision areas of functional behavioral assessment, behavior intervention plan, manifestation, short-term alternative settings, and procedural safeguards. Secondary Alabama principals and assistants were asked to take the "Knowledge about IDEA Discipline." This multi-section instrument included background characteristics, 27 multiple-choice, 8 scenarios, and 2 open-ended questions relating to discipline law. Information gathered was used to assess leaders' knowledge about the law and determine if there were any differences based on years of experience, special education certification, and school level. The Alabama participants, 177 secondary school leaders (response rate of 12.0%), revealed that more knowledge of secondary special education discipline was needed, as the overall knowledge score on the instrument was 73.77%. Furthermore, school leaders scored higher on contextual knowledge versus application-based questions. Implications offered included offering shadowing school leaders in experiential learning strategies and collaborating with others to role-play real-life scenarios. Future research recommended expanding to a K-12 setting, conducting a mixed-methods study, and conducting controlled experiential learning studies to determine the benefits of further enhancing school leaders' knowledge of the IDEA discipline. [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.]