Principals play an important role in new teacher induction. The quality of the relationship with school administrators is as important to novice special education teachers as it is to novice general education teachers. Although special education teachers can benefit from general administrative support, they also may require additional supports that address the specific obstacles they face--such as teaching students across disability groups, in different settings, and often in isolation from their general education colleagues. Principals who understand the stresses faced by novice special education teachers can foster a school culture that better supports their induction. This Brief looks at the areas in which induction preparation for principals--through principal accreditation programs and ongoing professional development activities--might be expanded to address the realities faced by novice special education teachers. Information is organized around the most common ways that principals provide support to novice teachers.