This report presents findings from the Paperwork Substudy of the Study of Personnel Needs in Special Education (SPeNSE), which explores issues of teacher quality. In the Paperwork Substudy, researchers surveyed a subsample of special education teachers (n=972) who completed the original SPeNSE interview to collect more detailed information about administrative duties and paperwork such as time spent, variations in time spent, and perceived usefulness of the paperwork. Findings indicated teachers spent an average of 5 hours a week on paperwork, a number that varied by region. The study examined how variations in time spent on paperwork related to job design, IEP (individualized education program) variables, access to technology, and assistance with paperwork. Some conclusions were: (1) teachers spend less time writing IEPs if they select from pre-developed lists of annual goals and update only those portions that require changes; and (2) teachers with limited access to computer equipment are 5 times as likely as those with excellent access to report insufficient time to complete administrative duties and paperwork. Although teachers generally reported specific paperwork as useful, 88% indicated that administrative duties and paperwork generally interfered with their job of teaching to a moderate or great extent. Five possible policy recommendations are offered. Supporting data tables for each survey question are appended. (DB)