The implementation of effective practices to support students with disabilities requires strong leadership and understanding of the procedures to individualize educational programming. Thus, special education teacher leadership represents an important factor for facilitating the implementation of effective practices to support the education of students with disabilities; however, special education teacher leadership remains understudied. For this study, we interviewed 40 special educators on topics related to teacher leadership. After conducting qualitative analysis of the interviews, the findings that emerged were related to defining and demonstrating leadership, as well as supporting and aspiring leadership. Implications for teacher leadership structures within school communities are discussed.