School administrators play a critical role in special education and it is their responsibility to ensure policies, procedures, and practices are carried out in accordance with the law. This requires that school administrators know the requirements of the law and research-based practices in special education. Researchers have shown that school administrators perceive themselves as having adequate knowledge and understanding of special education law; however, there is a lack of research on the practical knowledge of school administrators in special education. This study, using hypothetical scenarios, examined whether school administrators were able to determine if a decision made or action taken by the district/school was or was not legally correct and if school administrators were then able to explain why the action taken or decision made was or was not a violation by identifying the correct IDEA component addressed in the scenario. The findings of this study revealed school administrators perceive they have sufficient knowledge and understanding of the IDEA, however, their actual knowledge is considerably low. The results show there is no significant difference between school administrators' perceived knowledge and their actual knowledge. There was also no significance found in actual knowledge of school administrators when factoring in several demographic variables. When analyzing perceived knowledge, only one demographic variable related to the number of courses taken in special education law at the graduate or undergraduate was found to be significant. [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.]