The implementation of multitiered systems of support to address students' academic and behavioral needs in schools has proven beneficial. That is, academic interventions implemented at tiers one and two under response-to-intervention frameworks have helped to boost the achievement of struggling students in the primary grades. Likewise, school-wide interventions implemented under Positive Behavior Interventions and Supports have contributed to reductions in student suspensions and disciplinary referrals and improved school climate. Youth with concomitant academic and behavioral disabilities continue to struggle with poor outcomes. . Individualized education program (IEP) teams perform broad leadership functions on behalf of these youth, including: (1) task activities, such as compliance with federal law; (2) relations activities, such as communication and professional development; and (3) change activities, to advance data collection and research-based practices. In this article, the authors propose a model for understanding the organizational and leadership challenges of special education for youth with academic and behavioral disabilities. The IEP team is at the center of the model, and special education school and district leaders are instrumental to the success of IEP teams. The authors apply the model to the study of effective IEP teams.