Principals have a significant influence on the well-being of novice teachers. In fact, they can be the decisive factor in a new teacher's commitment to staying in or leaving teaching. 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 particular realities 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 them. This paper discusses how principals are expanding their roles to support novice special education teachers.