Data collection of IEP goals is an ongoing problem in special education (Blackwell & Rossetti, 2014; Codding, Skorron, & Pace, 2005, Sandall, Schwartz, & LaCroix, Ruble, McGrew, Wong, & Missall, 2018; Walton, 1985). Research shows that there are inconsistencies between belief and practice. Many educators acknowledge the importance of data collection, but they do not engage in the practice consistently. (Brawley & Stormont, 2014; Ruble, et al. 2018; Gunter, Callicott, Denny, & Gerber, 2003; Sandall, Schwartz, & LaCroix, 2004). Data is the basis for determining achievement for a specific IEP goal. It is directly tied to student outcomes, however educators continue to struggle with implementing data collection practices in their daily routines. (Babkie & Provost, 2004; Gunter, Callicott, Denny, Gerber, 2003, Ruble & McGrew, 2013). Research suggests that educators lack the skills and knowledge about data collection that may influence their data collection practices if they are not prepared or competent to perform this skill (Hauser, 2017; Ruble et al., 2018; Sandall, Schwartz, & LaCroix). This mixed-methods study used a multiple regression analysis to determine if knowledge and training influence special educators' use of data collection practices. The quantitative analyses found that knowledge and training were not predictors of an educators' frequency of use of data collection practices, though the descriptive statistics indicated inconsistencies within educator practices that are consistent with past literature. Qualitative findings highlighted challenges that educators' report when collecting data, suggesting that environmental barriers may be important predictors that are driving poor data collection practices. [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.]