Numerous studies have cited lack of administrative support as the most frequent source of attrition among special educators. Not much is known, however, about what school principals actually do or say that is perceived as effective administrative support. This study used a combined quantitative and qualitative approach designed to gain knowledge through survey methodology and semi-structured interviews based on four dimensions of support: emotional, instrumental, informational, and appraisal. Surveys were distributed to teachers at five elementary schools in California. In addition, to allow for discussion and obtain more in depth responses, semi-structured interviews were conducted with three of the special education teachers and three of the general education teachers who were surveyed, and three of their principals. Results of the study revealed some significant differences in how special and general education teachers and principals view administrative support, and what type of support they perceive to be most important.