With an increased focus on teacher retention in the wake of the COVID-19 pandemic there is a need to understand teachers' perceptions about their work. Many special educators cite job design factors related to case management and lack of administrator support as reasons for leaving education. Nevertheless, case management is not widely studied. Case management is the facilitation of special education documents and services. It is completed in addition to typical teacher duties. The dual role of teacher and case manager creates role conflict for special educators. Administrator support can mitigate role conflict experienced by special educators. This study investigated special educators' and administrators' perceptions regarding role conflict in case management and their perceptions regarding principals' support for their role as special education case managers. The study utilized an explanatory sequential mixed methods design. The Role Conflict and Role Ambiguity Scale and the Principal Support Scale were employed to collect quantitative data. 87 high school special educators and 7 high school special education administrators completed the survey. After analysis, the researcher developed interview questions for the qualitative phase. The interview protocol was used with 11 survey respondents to gather explanations of the emerging themes from the quantitative phase. In the analysis, a priori themes included role conflict, role ambiguity, and principal support. Emergent themes included having a dedicated case manager, the legality of special education, administrator job complexity, administrator turnover, teachers supporting teachers, and transition. Teachers indicated perceptions of role conflict and lack of administrator support in the role of case manager. The evidence of these findings provided the following conclusions: (1) The design of special educators' job creates competing priorities between special education process tasks (IEPs, reevaluations, etc.) and instructional tasks (lesson planning, delivering instruction, co-teaching); (2) Special educators need more non-instructional time to complete all the tasks of their job; (3) Teachers value emotional support most, especially support of the special education process; and (4) The complexity of special education administrators' job design impedes their ability to support teachers. These conclusions suggest restructuring the job of special educators' job as a strategy to retain special education teachers. [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.]