Given the academic achievement of students with disabilities, as well as school accountability measures, school leaders are tasked with improving learning outcomes of students served in special education programs. However, there are principals and assistant principals who may be unable to effectively fulfill their role as instructional leader for special education. Despite existing studies regarding instructional leadership, a paucity of studies addressed instructional leadership for students with disabilities. Further research was needed regarding how instructional leadership for special education occurred in schools. The purpose of this basic qualitative study was to understand how principals and assistant principals, who self-identified as having special education knowledge and experience, defined, described, and enacted instructional leadership for special education. The research questions guiding this qualitative study were (1) How do principals and assistant principals, who self-identify as having special education knowledge and experience, define and describe their role as instructional leader for special education? , (2) How do principals and assistant principals, who self-identify as having special education knowledge and experience, enact instructional leadership for special education? and, (3) As instructional leaders for special education, how do principals and assistant principals, who self-identify as having special education knowledge and experience, support the instruction of special education teachers to ensure improved learning outcomes for students with disabilities? The findings indicated that school leaders defined their role as instructional leader for special education as coaches, advocates, problem-solvers, and learners. Principals and assistant principals described their role as supportive, collaborative, administrative, and reflective. The three primary practices school leaders engaged in as instructional leaders for special education were instructional walkthroughs and observations, reviewing and utilizing data, and supporting the instruction of special education teachers. In employing this support, principals and assistant principals give special education teachers instructional feedback, afford them professional development, and foster collaboration with others. [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.]