The purpose of this qualitative descriptive study was to explore how public middle school administrators described the special education training they received to engage in social justice leadership to support, lead, and enable successful outcomes of special education programs in their school. The theoretical foundation utilized was the social justice theory. The overarching research question was: How did public middle school administrators describe the special education training they received to engage in social justice leadership to support, lead, and enable successful outcomes of special education programs in their school? The sample for this study was school administrators. This study was conducted utilizing a qualitative methodology and descriptive research design. The phenomenon explored for this study were NYC public middle school administrators. Data sources included open-ended individual interviews and focus groups with NYC public middle school administrators. Reflective thematic analysis was used to analyze the data from the individual and focus group interviews to create themes, which answered the research questions. Findings from this study promoted periodic school administrator training for school leaders to be equipped to promote inclusive practices, and special education supports for students' successful completion of middle school and further academic success during their high school years and beyond. Recommendations for future research based on the model and the theoretical foundations for this study are presented. [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.]