Research indicates that special education teachers, particularly those of color, are at higher risk of leaving the profession without meaningful support from school leaders. However, many administrators lack the competencies needed to address the unique challenges faced by diverse special education teachers, contributing to leadership gaps within special education. This presentation examines a longitudinal analysis of licensure data, focusing on their transitions into assistant principal and principal roles, disaggregated by race and gender. Findings reveal systemic barriers in the leadership pipeline and underscore the urgent need for targeted support to retain, develop, and elevate diverse special education teachers into leadership roles. Implications for policy, practice, and equity-driven leadership development will be explored.