The purpose of this investigation was to better understand how administrators of special education prioritize leadership statements that are part of professional standards related to leading special education programs. The article begins by examining professional identities and professionalization of special education leadership and administration within the context of research and policies and special education leadership standards. Based on the data collected in this investigation, the article concludes with the introduction of an action model for special education leadership that represents movement between the two approaches to leadership identified in this study. From the qualitative and quantitative data from this study, as well as the literature, two labels emerged from the Q-sorts and the follow-up questions that best represent each factor: (1) transactional-instructional leaders who were focused on the day-to-day responsibilities associated with instruction; and (2) transformational-relational-distributed leaders who had an affinity for the more global aspects of leadership. This investigation found that the participants' view of leadership was shaped by their experiences. These experiences were lodged in the special education leadership positions held by the participants rather than years of leadership experience. The context and setting in which these special education leaders worked affected how statements were prioritized within the Q-concourse. These findings suggest a model for special education leadership that recognizes transitional leadership as a space for leaders to address the day-to-day and instructional needs while beginning to communicate the vision, mission, and values imbued in special education programs and services with diverse stakeholder groups.