Recent legislation from IDEA 1997 to the Elementary and Secondary Education Act--Revised of 2002 (No Child Left Behind) and the pending reauthorization of the IDEA--present challenges for administrators of special education programs and building-level administrators that oversee educational programs for all students on a daily basis. This article presents the author's comments on some of the major challenges faced by special and general education administrators today. Among one of the greatest leadership challenges is access to, participation in, and progress in the general education curriculum identified and strengthened in IDEA 1997 and the accountability requirements of No Child Left Behind (NCLB). Balancing the group accountability requirements of NCLB with the individual protections and guarantees of a free appropriate public education (FAPE) under the IDEA is perhaps one of the greatest tests of leadership facing both special education administrators and regular education administrators; for if educational systems are to respond to the accountability requirements of NCLB and the provisions of FAPE under the IDEA, special and general education administrators must work together to design and implement a unified system of education to meet the learning needs of all students. Not meeting these needs will undoubtedly lead to failure and frustration under both NCLB and the IDEA and, ultimately, for the students they are dedicated to serve.