The study was applied in the context of scholarly literature guided by the framework of social cognitive theory (SCT) to examine the role of urban elementary school administrators in school programming to support students with exceptionalities. The purpose of this study was to examine the role of an administrator in a teacher's ability to support students with exceptionalities in a Southern California urban elementary school. It examined the viewpoints and perspectives of both the administrators and teachers to examine how they perceived the school administrators built the teachers' capacity through systems and support for teachers. Three school administrators and five teachers participated in this qualitative study in one-on-one interviews. Further exploration and analysis of the data utilizing coding systems to transmit the participants' experiences into abstract and thematic concepts led to findings. Findings from this study indicated that school administrators' design for special education programming is crucial in the school culture. This study illuminates the need to prioritize shifts in the systems and policies to include more asset-based approaches and inclusivity to reframe the deficit framework that has been historically embedded within and throughout California's education systems. [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.]