Highly politicized educational reforms in New York City have seen special education become marginalized as a casualty of the accountability movement. There is a liminal space between "old" and "new" ways where special education administrators find themselves as they consider their roles and responsibilities in continuing to press for opportunities to learn for students with disabilities. This liminal space requires existing special education administrators to opt between three broad possibilities that often take time to evolve: (1) to adjust to new values and ways; (2) to wait and see; or (3) to exit the system, taking the old values and ways with them. For new special education administrators, the new system is simply the "normal" way of doing business.