Current federal policies have changed leadership practices in schools and ushered in an era of public accountability for the educational performance of all students, including students who have disabilities. In this discussion, a former special education director reflects on changes in professional practice and comments on the administration of programs for students who have disabilities with reference to principals' leadership in special education. A framework for guiding ethical leadership and decision-making in education (Shapiro & Stefkovich, 2005) is applied to dilemmas faced by school principals as they respond to the realigned imperatives of the Individuals with Disabilities Education Act and the No Child Left Behind Act.