Purpose: The study aims to explore the diverse meanings and sources of frustration among Israeli principals working in special education settings. The study poses two questions: 1. What are the perceived expressions of frustration among principals working in the context of special education? 2. What are the perceived sources of frustration among principals working in special education settings? Design/methodology/approach: A total of 17 semi-structured interviews were conducted with principals working in special education schools for complex disabilities to investigate perceived expressions and sources of frustration. Findings: The study identified four themes through data analysis: helplessness regarding the children, helplessness regarding bureaucratic aspects, frustration from conflicts and disappointment and frustration from feeling alone. Originality/value: Despite the extensive acknowledgment of emotions and feelings in the context of educational leadership, the experience of work frustration among special education school principals has not been explicitly investigated. This research provides empirical insights into the nuanced experiences of frustration among special education principals, offering both empirical and practical implications for understanding and addressing this critical aspect of their work.