This case describes the educational experiences of a foster care student named Chad. His foster parents and teacher notice educational deficits and express concern about gaps in the student's cumulative educational record. The principal and special education director must guide all constituents to adhere to special education mandates and at the same time promote an ethical disposition toward the newly enrolled student. The case provides an opportunity for preservice and inservice administrators to analyze a situation (foster care) for which they may not have any professional or personal experiences to inform their leadership. The use of Bronstein's theoretical model of interdisciplinary collaboration informs relevant discussion and analysis.