The leadership of school building principals who serve as LEA representatives in the context of individualized educational program (IEP) meetings is given the importance of these meetings which directly impact the educational programming for marginalized special education students and further safeguard district compliance with legal mandates. The literature however holds that school building principals lack training in special education services and further study directly related to the role and responsibility of school building principals as LEA is limited. This study explores the perceptions and experiences of school building principals as LEA attaining essential data which may inform school building principal certification and training for enhanced competency, facilitate the IEP meeting process and bolster outcomes to better serve students with special education needs. This research utilized a theoretical lens of Transformational Leadership. Surveys, interviews, and a focus group were used to collect the insights of participating school building principals from two public school district sites. Data analysis captured not only the critical nature of the school building principal's role and responsibility as LEA representative but further previously overlooked essential components of this work such as training, or problem solving. Ultimately identifying the need for increased foundational training and district level support of school building principals related to their role and responsibilities as LEA representative. [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.]