The decisions rural elementary school principals make related to special education programming at their building sites are influenced by a variety of factors. This study employed a qualitative research methodology to investigate the perspectives of four rural elementary school principals concerning the decision-making processes they use as they engage in special education programming in their schools. Data were collected through in-depth interviews, observations at the school sites, and analysis of special education-related documents. The interviews addressed three research questions: (a) How do rural elementary school principals describe their decision-making related to special education programming? (b) What factors do rural elementary school principals report as influencing their implementation of their schools' special education programs? and (c) How do rural elementary school principals describe their professional development needs related to special education programming? Findings indicated principals utilized a specific decision-making model. The principals' decisions were influenced by uncontrollable systemic factors of student enrollment, Response to Intervention implementation, and the rural environment. Special education teachers played key roles in the principals' decision-making processes related to special education programming. Principals' decision-making was also influenced by personal experiences, core values, and their leadership role. These principals' visions for their schools, relationships, resources, and change were influential factors. Principals also identified their professional development needs in the areas of collaboration, finance, legal updates, and technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]