The purpose of this study is to examine the knowledge of special education law held by public and private school principals as the law pertains to providing the appropriate services to students with disabilities. Numerous studies have investigated public school principals' level of preparation, training, and role within in special education law. Many studies suggest that there may be a need for additional preparation for principals in special education law. Although special education looks different in private schools, it is still important for private school principals to have fundamental knowledge of special education law in order to identify resources, implement support systems for students, and refer when appropriate. This study extends the literature by measuring the knowledge and training that private school principals receive and by assessing any discrepancies of knowledge between private and public school principals. The participants of the present study included 97 private and public school principals from the states of Nebraska and Iowa. Results from the present study indicated that there were no significant differences between private and public school principals' survey scores, or between principals' survey scores and the demographic variables of level of training and years of experience. This study identified two significant areas of weakness: private school services and FAPE. [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.]