Individuals who work in special education services and the stakeholders in the Individualized Education Program meetings (IEPs) must make educational decisions impacting the child's academic, behavioral, and social development through their academic journey. The mixed-method study sought to investigate administrators' effectiveness at IEP meetings. The quantitative sample included 38 administrators, 56 special education teachers or case managers, and six special education coordinators from public schools at the elementary, intermediate, and high school levels. The researcher used snowball sampling to collect qualitative data from administrators' interviews. The results suggested that when administrators have special education background experience, their comfort level of facilitating the IEP meeting was higher and they were perceived by teachers as being more effective. Administrators' effectiveness was defined by their active participation at IEP meetings, including providing input and feedback, and their engagement throughout the conversations held. Administrators play a crucial role in the IEP meeting as stakeholders responsible for the implementation of the IEP. The data showed that when administrators had training, expertise, and background in special education they were more effective at IEPs and in fulfilling their overall administrative role. [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.]