As part of ongoing evaluation activities and continuous improvement, the Exceptional Children (EC) Division of the North Carolina Department of Public Instruction regularly reviews its efforts. This study was interested in documenting responsibilities, working conditions, and satisfaction of special education administrators as a basis for future planning and support. In addition to demographic information collected on participants, the survey addressed the following questions: (1) what are the responsibilities administrators of special education spend their time in a typical week; (2) what are the working conditions that administrators of special education rate as key influential aspects of their positions; and (3) what level of satisfaction do administrators of special education experience in providing leadership? The findings from this study suggest that administrators of special education generally focus most of their time on using data to make decisions and facilitating collaboration. Additionally, the working conditions of these professionals help them to be perceived by district and school personnel as experts, and they gain satisfaction from using their leadership knowledge and skills to provide effective programming for students, support for teachers and other professionals, and engagement of parents and community partners. Knowing that effective leadership in special education is critical to successful facilitation of supports and services received by students with disabilities makes studies similar to this research essential to future recruitment and retention of special education leadership personnel.