The Individuals with Disabilities Act (IDEA) was passed in 1975 in an effort to ensure that children with disabilities were provided with an equitable education when compared to their nondisabled peers. IDEA requires schools throughout the country to educate students with disabilities in the most appropriate setting. Despite this federal law, previous educational researchers have determined that Black males are disproportionately represented in special education due to overrepresentation. Although this phenomenon has been known and researched for decades, it continues to be an issue. However, limited research has been conducted regarding the post-secondary outcomes for these students. Numerous factors have been proposed as contributory to the disproportionate representation of Black males in special education. These include, but are not limited to socio-economic status, race, ethnicity, cultural biases and deficits, and the issue of racism. Although some research has been conducted pertaining to teachers' perceptions of these issues, limited research has been directed towards the leadership practices of school administrators who serve students with disabilities and how those practices can impact students' post-secondary outcomes. [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.]