School administrators are responsible for classroom teacher observations and annual evaluations. As emphasis on student achievement and teacher effectiveness intensifies, school administrators must be able to differentiate between effective and ineffective special educators and the use of evidence based versus nonevidence based teaching practices (Boscardin & Lashley, 2012). However, few school administrators understand the varied roles played by special educators or appropriate evidence-based practices for the field (Ax, Conderman, & Stephens 2001; Blanton, Sindelar, & Correa, 2006). Many administrators report that they lack working knowledge of evidence-based special education practices (Bays & Crockett, 2007) or do not understand how to evaluate special education service delivery across service delivery environments (Brotherson, Sheriff, Milburn, & Schertz, 2001; Murphy, Hallinger, & Heck, 2013). The purpose of this study is to determine the kinds of special education knowledge and skills that administrators identify as important for teaching special education and how these identified areas align with the Council for Exceptional Children (CEC) standards. As a result, the authors interviewed elementary school administrators to investigate administrators' knowledge and beliefs about special education practices. They focused predominantly on measurable skills and utilized probes to parse out dispositions (e.g., flexibility, patience) from skills (e.g., modeling, differentiation). The second question, examines how these administrator-identified skills align with the CEC Professional Standards for New Special Education Teachers.