With the everyday juggling act principals perform, they have a daunting challenge to keep up the latest research in education. At the same time, the literature documents an intensive need for increased professional development of principals in special education (Goar, Schwenn, & Boyer, 1997; Lasky & Karge, 2006; McLaughlin & Nolet, 2004). To assist these busy leaders, the authors provide 10 must-reads to help administrators enhance their knowledge and skills, and the skills of their staffs, in special education. In some cases, the articles have been widely cited in journals; in other cases, the articles contain good solid timely advice or suggested best practice. These articles are: (1) "Access to the core curriculum: Critical ingredients for student success" by D. Fisher & N. Frey; (2) "Rethinking inclusion: Schoolwide applications" by W. Sailor & B. Roger; (3) "Making collaboration work in inclusive high school classrooms: Recommendations for principals" J.T. Hines; (4) "Inclusion of learners with autism spectrum disorders in general education settings" by R.L. Simpson, S.R. de Boer-Ott, & B. Smith-Myles; (5) "Co-teaching: Guidelines for creating effective practices" by L. Cook & M. Friend; (6) "Research into practice through professional development" by M.F. Little & D. Houston; (7) "Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model" by H.L. Swanson; (8) "Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct" by D. Fuchs, D. Mock, P.L. Morgan, & C.L. Young; (9) "Meeting the needs of students with disabilities: Experience and confidence of principals" by B. Lasky & B. Karge; and (10) "Schools attuned: A model for collaborative intervention" by I. Weiner & M.W. Murawski.