School principals continue to struggle with building effective inclusive programming for students with disabilities. While principal preparation programs (PPPs) provide adequate training in social justice leadership and equity issues, they lack in direct training in special education. Using the theoretical framework of Disability Studies in Education (DSE), the purpose of this qualitative study was to analyze the effectiveness of a Southern California PPP as it relates to training in special education law and programming. This case study used individual interviews to analyze the perceptions of the PPP through the experiences shared by alumni, faculty, and staff while document analysis reflected the program's priorities regarding professional standards, curriculum, and student learning outcomes. Data was then analyzed to determine the effectiveness of the PPP as it prepares future principals in building inclusive programming for students with disabilities. Findings indicated that PPP alumni, faculty, and staff felt that the program did not adequately prepare program candidates in the area of special education law and programming. In addition, while they felt that the school law class was the most important course within the program to prepare them as future school administrators, they unanimously felt that it didn't dedicate enough time to discussing legal matters that impact students with disabilities. Instead, candidates informally acquired knowledge through classmates, who possessed a special education teaching background while most participants reported gaining knowledge and skills about special education programming after they graduated from the program while on the job. The findings also suggested that faculty and staff offered mentorship and coaching to PPP candidates outside of the program coursework where they created opportunities at their own discretion to address equity issues related to students with disabilities. Based on the findings, a re-examination of federal, state, and local policies and practice regarding program mandates for PPPs is necessary in determining reform, specifically in dedicating focused special education training within the coursework and fieldwork requirements. [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.]