This article examines the role of the Special Educational Needs Coordinator (SENCO) in primary schools in Ireland, an area that is under researched with little or no empirical data available. The current qualitative study, congruent with an interpretivist paradigm, provides narratives from four SENCOs offering insight into both the operational and leadership role of the SENCO in Irish primary schools, focusing mainly on the latter as a distributed model approach. The findings indicate that this sample of SENCOs may be constructed as 'apparatuses of knowledge' (Foucault 1980) within five broad areas of responsibilities: (1) identifying children with additional needs and administrating assessments, (2) fostering in-school collaboration and supporting others, (3) determining and monitoring resource allocation, (4) providing staff development and (5) liaising with external agencies. Emerging from the findings is a reinforcement of the value of the SENCO as a leader through a distribution of power situating them as forward thinking and proactive. Despite this, there is a reluctance in assuming the position of a SENCO due to the heavy workloads and lack of recognition of the administration and coordination duties. This research calls for a consideration of the SENCO position in national policy with both monetary and leadership titled recognition for the role.