Educational leaders have many responsibilities across a variety of settings. This is especially true of special education leaders, who work with an expanded age range, expanded needs, and expanded complexity not only resulting from compliance expectations and enhanced regulation but because of increasing research in the field guiding best practices. This results in a need for special education leaders to grow their knowledge and skills, know their limitations, and develop a collaborative peer group for support and consultation. Collaborative opportunities for leadership success appear in this issue of the "Journal of Special Education Leadership" ("JSEL"). The four articles address several leadership challenges that span the scope of service, management issues, and retention of special education leaders. The recurring theme from these four articles suggests that as special education leaders address their own learning needs, it is important to consider how to transform the acquisition of this new knowledge to meet the learning needs of all learners, staff, and students and their families. Leaders who ensure that staff have the resources expand the skills and experiences necessary to meet student needs. As staff skills and knowledge grow, other forms of leadership, such as distributed and collaborative leadership, become a possibility.