There has been a shortage of teachers in the field of special education for over 4 decades. Recently, this shortage is reaching a critical stage causing schools and districts to be unable to meet the federal and state mandates to provide a Free and Appropriate Education to all students ages 3-21 in the Least Restrictive Environment. This shortage is exacerbated by the increased attrition rates for teachers in the field of special education. To better meet the needs of students with disabilities, special education teacher retention must be addressed. Teachers leaving early in their careers does not allow for expertise to be developed and impacts the quality of instruction given to children with disabilities. This research will determine what practices and procedures can be developed to allow special education teachers and related service providers to feel supported by the special education administrators at Clarence Central School. Much research has focused on the support needed by building leaders, however, very little has differentiated the support needed by special education administration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]