This study examines principal preparation programs from the perspective of readiness to confront and/or support special education issues at the school building level. The purpose of this research was to answer the following questions: (1) What is the principal's readiness level upon program completion in dealing with special education issues in the school?; (2) Are there differences between perceptions of preparedness to deal with special education issues in principals whose programs included an internship and those whose programs did not?; and (3) Do recent graduates of principal preparation programs feel more prepared to confront and support special education issues than do long time graduates of principal preparation programs? Results of this study suggest that internships do not provide sufficient preparation to assume a leadership role in special education matters within their buildings. While this study offers intriguing insights into the level of preparedness of principals to deal with special education issues, expanded research is needed to uncover more detailed information across a wider sample of preparation programs.