The purpose of this qualitative descriptive study was to explore how administrators describe their roles and responsibilities in intellectually gifted education programs at a school district in northeastern Mississippi. The research questions were (a) How do administrators describe their roles in intellectually gifted education? and (b) How do administrators describe their responsibilities in intellectually gifted education programs? The study used data collected via semistructured interviews with 12 administrators and a focus group of five administrators to identify their perceptions of their roles and responsibilities related to intellectually gifted education. The theoretical framework was transformational leadership. The researcher used Braun and Clarke's six-step data analysis model to analyze the data. The common themes that emerged were leadership practices, evaluation and changes, instructional delivery, creating awareness, knowledge of the intellectually gifted program, gifted education philosophy, mode of delivery, and awareness of weaknesses. [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.]