Although the literature discusses the deleterious educational outcomes that foster care students endure, little attention has focused on school personnel's responses to the phenomenon. Despite the documented relationship between foster care and special education, a missing contribution is the voice of special education administrators. In turn, the present qualitative study explored six special education administrators’ accounts of their leadership response to foster care situations. The intent was to analyze the extent to which their responses were collaborative with internal and external constituents. The use of Rubin's (2002) theoretical framework for school-based collaborative leadership framed the analysis and exposed the administrators’ strengths and shortcomings. Their narratives incurred implications for preservice and in-service special education administrators.
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