Principals, with their unwavering dedication, manage a diverse array of responsibilities, including overseeing the instructional program, daily operations, school governance, budgets, human resources, and school maintenance. They also strive to foster an inclusive environment that ensures a free and appropriate public education (FAPE) for students with disabilities (SWDs). In California, the shortage of special education teachers exacerbates these challenges, leading to larger class sizes, restricted access to specialized services, and increased workloads for existing teachers. This phenomenological qualitative study investigated the perceptions of 10 principals from three different counties in California. Using criterion purposeful sampling, the study recruited current public-school principals who obtained their California administrative services credentials through a state-approved traditional program and had one to five years of principalship experience. The study addressed three research questions and employed a six-step thematic analysis process to identify emergent themes. The findings revealed that principals do not receive adequate preparation in special education. Despite this, principals relied on skills from their prior educational experiences and sought guidance from experienced special education team members or administrators. The findings of the study provided (a) factors that principals perceived have been pivotal to provide leadership to special education, (b) recommendations on special education topics for professional development, and (c) awareness to the need for mentorship from experienced school leaders who have special education experience. [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.]