The power of the Individuals with Disabilities Education Act (IDEA) lies in the rights of students with disabilities to a free, appropriate public education. For individuals exercising their rights under this legislation, the reality is that services are sometimes hampered and limited even with legislated rights. In spite of evidence that in effective schools the principal is a key element to improving instruction, the role of the principal in addressing issues related to students with disabilities is rarely addressed in the leadership literature. A lack of knowledge on the part of school principals may well contribute to the way in which students with disabilities are served. In order to ensure that students benefit the most from their federally mandated rights, it is thus necessary to engage in dialogue, determine a research agenda for assessing the role of the principal in special education and determine how to change preparation and professional development practice. This article examines what is known from the literature about principals and their knowledge, perceived roles, and training relative to special education.