This qualitative descriptive study was designed to explore educators and school leaders in Arizona and experiences that contributed to their preparation and work with the traumatic brain injured population. Specifically, experiences that influenced their understanding of the academic and behavioral needs of students were explored. Qualitative descriptive research is frequently utilized to collect data that resembles actual experiences. This design was optimal as it illustrated a connection between the problem and the research questions and supported the analysis of the educator and school leader descriptions that stemmed from the interview and focus group questions. Interview and focus group participants provided data that responded to two research questions on how educators or school leaders describe the influence of experience on their support of the academic and behavioral needs of students with traumatic brain injury. From Braun and Clarke's thematic analysis, 5 themes emerged for each of the two research questions and revealed similarities among educators and school leaders' descriptions of their work with students with traumatic brain injury. These themes included Education and Training, Reflective Approach, Strategic Approach and Traumatic Brain Injury for both research questions. Educators also noted the benefit of Building Relationships while school leaders relied upon Leadership skills to foster growth in this student group. Participant descriptions addressed their own experiences along with those of their students and colleagues. Data showed significant alignment amongst educators while sharing similar viewpoints with their school leaders. [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.]