IDEA policy has opened the door to education for millions of students with disabilities in the United States as well as given them access to a free and appropriate public education. However, IDEA policy continues to navigate the ever-changing challenges that come with educating students with disabilities. This Delphi study took a further look at the barriers that public schools face when implementing IDEA policy through the lens of 10 acting educational practitioners to determine what changes to IDEA policy are critical to meet the needs of these students and improve special education student achievement. This mixed methods Delphi study included 3 rounds of questionnaires, the first being open ended obtaining qualitative data while the subsequent two rounds used a Likert-Scale to obtain quantitative data to determine barriers that practitioners face when implementing IDEA policy. The results of each questionnaire were analyzed using Nvivo coding and shared with participants in order to achieve consensus. Participants included 4 special education case managers, 3 special education directors, and 3 building administrators that actively work with students with disabilities in the State of New Hampshire. Results from the perspective of the practitioners concluded numerous barriers to implementing IDEA policy such as funding, qualified teachers, training, and intervention consistency and called for critical changes to IDEA in these areas in order to improve special education student achievement. [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.]