Implementing the Least Restrictive Environment (LRE) and/or the full inclusion philosophy (which advocates disabled students participating in regular classrooms) creates new needs and places new demands on public school personnel. This paper presents a review of research studies that examined the extent to which administrators had knowledge of special education and the laws pertaining to it. A survey conducted by the department of educational administration at South Carolina State University received responses from 120 administrators enrolled in graduate educational administration programs throughout South Carolina, southern North Carolina, and northern Georgia. The findings of the survey and other research studies found that administrators lacked knowledge of special-education law and that endorsement did not require a knowledge of special education. The administrators expressed a need and desire for training in special education. The paper presents a suggested course of study and special-education competencies to bridge the gap between theory and practice. The course includes field experiences, culminating in an internship. Competencies would be assigned to four areas: core competencies assessment competencies special problems/topics, and internship/practicum. Five courses are suggested: (1) introduction to exceptional children and youth; (2) educating exceptional children and youth; (3) assessment in special education; (4) special topics in educational administration; and (5) internship. The survey instrument is attached. (LMI)