The purpose of this qualitative case study was to explore transformational leadership practices in principals through the eyes of special education teachers, and their effect on teacher commitment. The conceptual framework of this study was based on Bass' (1985) transformational leadership model guided by Kouzes and Posner's (1987) five exemplary practices. The research questions focused on how special education teachers define high-quality leadership characteristics in principals, the transformational leadership characteristics in principals that affect special education teachers' intent to stay, and special education teachers' suggestions for improving leadership characteristics in principals that might increase teachers' likelihood of remaining in their jobs. The data collection method applied in this study was an open-ended survey questionnaire administered to 10 special education teachers working in grades ranging from PreK to sixth grade. The data was analyzed using a manual coding process to identify repetitive statements that helped to uncover developing themes. The findings suggest that 1) teachers define high-quality leadership characteristics in many ways that cannot be represented by one trait; 2) transformational leadership affects a special education teacher's commitment to their job and, by extension, impacts student learning; and 3) special education teachers perceive that adequate support from principal leadership increases teacher retention in the field of special education. The study's implications for greater principal leadership support, teacher-to-teacher mentorship, and reflective principal leadership training are grounded in transformational leadership practices that contribute to teacher commitment and, by extension, improved quality of learning for special education students. [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.]