Studies have shown teacher attitudes to be an important factor in the success of integrative practices in special education. In particular, many teachers feel that their efforts at integration are not supported by their administrators. In this research paper, interviews with both principals and teachers have confirmed this assumption. While principals felt that there were several systems in place through which they were being supportive, teachers believed this was not the case. More specifically, this paper examined the kind of support principals believed they were offering with the kind of support teachers wanted to be receiving.