To provide effective rural leadership and ensure students with intellectual disabilities are receiving an appropriate education, principals must understand the substantial needs of these students. Eight principals of remote rural school districts, with at least one year of leadership experience participated in this phenomenological study. Based on the findings, principals are not professionally prepared to provide FAPE for students with intellectual disabilities, nor are they confident in their ability to do so and rely heavily on their special education teachers to comprehend and comply with educational mandates.