This article presents an initial analysis of a new special education campus needs assessment designed to gauge educator perceptions of special education in five key areas: support, expectations, empowerment, equity, and professional development. The Special Education Campus Needs Assessment (SECNA) was pilot tested with a group of seventy-two educators from four school districts in Texas. The pilot data were factor analyzed, and the researchers refined the instrument accordingly. Next, researchers administered the refined instrument to a larger sample of 530 educators from 94 campuses in 31 school districts across the state of Texas. Data from the comprehensive study were subjected to factor and reliability analyses using AMOS 26. Finally, the researchers built a Structural Equation Model (SEM) to assess measurement properties and test the proposed theoretical relationships between variables. The results of these analyses indicate that SECNA as a valid and reliable instrument in measuring special education campus needs from the educators' perspective. Implications for school leaders are discussed.