This qualitative descriptive study aimed to understand how public school administrators, who previously served as special education teachers, describe how their instructional leadership practices help them oversee special education activities, functions, and processes in the United States. The conceptual framework for this study includes a look at principal activities, leadership functions, and group processes. Three research questions guided this study: RQ1: How do public school administrators, who previously served as special education teachers, describe how their instructional leadership practices help them oversee special education activities?; RQ2: How do public school administrators, who previously served as special education teachers, describe how their instructional leadership practices help them oversee special education functions?; RQ3: How do public school administrators, who previously served as special education teachers, describe how their instructional leadership practices help them oversee special education processes? Data collection included semi-structured interviews and two focus groups. There were 23 public school administrators that participated in this study. Six themes emerged in the findings using the six phases of thematic analysis: instructional leadership practices, drawing upon SPED teaching experience, facilitating and organizing professional development, facilitating instructional improvement, creating an inclusive school culture, and facilitating communication and collaboration. The results of this study add to the understanding of instructional leadership in the context of special education. [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.]