This article highlights issues that secondary special education teachers are facing as a result of the legally mandated "highly qualified teacher" (HQT) requirement. The valid demand for teachers to document core subject area competency is often compounded for secondary special education teachers by the requirement to teach multiple core areas. Whether or not a secondary special educator is HQT in core areas can affect the instructional delivery system to secondary students with disabilities. It might also influence perceptions of the importance of the special educator's role in the collaborative instructional process. Finally, the demands of meeting HQT in core areas may add to an existing teacher shortage. Recommendations relating to the legal definition and attainment of HQT status, teacher preparation alternatives, and research are provided.