As inclusive practices and accountability continue to shape American education, special education and general education leaders will be challenged to join together in solving the problems of practice inherent in a diverse, complex, high-stakes educational environment. Professional standards provide a policy framework for the knowledge and skills, and in some instances dispositions, thought to be important to the development of professional identities for leaders and administrators of special education. Because special education administration is located at the intersection of the disciplines of special education, general education, and educational administration, the use of an integrative approach to identify standards that support the profession is warranted to ensure comprehensiveness. The purpose of this article is to provide a broad overview of the literature and processes and procedures used to create and validate an integrative set of national standards for special education administration. The authors present the 2009 Administrator of Special Education Standards, which were designed as guidelines to be used to create a vision, develop policy, and provide practice parameters for institutions of higher education, school districts, and states. They explore dimensions of leadership from both special and general education perspectives and highlight the development of the revised standards as a collaborative effort among policy makers, education leaders, and professional organizations. An integrated research approach that relied on multiple methods was used to create the Administrator of Special Education Standards. (Contains 5 figures and 5 tables.)