Principals are held accountable for achievement results of students on state-mandated assessments. Special needs students who struggle with literacy can impact the pass rates on these assessments. This study identifies how reading is taught to special needs students in both self-contained and inclusion settings at the secondary level in one school district; determines how school leaders may or may not be facilitating this process; and identifies ways school leaders can more effectively facilitate special education reading programs and processes. (Contains 3 tables and 3 footnotes.)