The problem addressed in this study was the lack of support strategies for special education teachers. The purpose was to describe and understand the perceptions and experiences of special education teachers regarding support strategies available and the strategies needed to teach students with disabilities successfully. Using the modified overlapping theoretical domain framework, a qualitative case study was used to obtain a deeper understanding of special education teachers' perceptions of which support from the administration help meets the needs of their students. A qualitative methodology enabled a primary data collection strategy of in-depth interviews using open-text dialogue and questionnaires that were useful when exploring participants' experiences. The sample included eight special education professionals at two New York schools whose work involved teaching students with disabilities. The research questions addressed how special education teachers described the administrative support they have received, identified specific support strategies that enhance teacher efforts, and investigated administrative support that enhanced teacher efforts to support the needs of students with disabilities. Thematic analysis generated themes to answer the research questions through the lens of the TDF framework: (a) Special education teachers have mixed feeling about received administrative support, (b) Administrators lack the knowledge to support special education teachers consistently, (c) Special education teachers seek support outside of the administration, (d) Support strategies that encourage teacher efforts, (e) Support strategies that can help increase student academics, (f) Support Strategies from Special Education Teacher Participants, and (g) Administrators providing emotional support for special education teachers. More research is needed to understand the concept of administrative support from novice teachers' perspectives. Future researchers can make modifications to produce further understanding by establishing a broader geographical expansion to enhance the potential sample size. [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.]