The special education teacher attrition rate is one of the major challenges facing school leaders in the 21st century. Researchers have identified that the administrator’s role is pivotal in the attrition of special education. School leadership is challenged on how to best approach educational reform across the special education field. School principals should process leadership skills that will enable them to perform task, and appropriately lead an organization. Throughout the education is undergoing reform. Special Education reform focusing on K–12 has been a particular focus in many school districts. Therefore, it is important to explore the leadership styles of principals’ in the context of this reform. This quantitative study used Bolman and Deal’s Four Frame Model of Leadership to examine how special education teachers perceived the leadership styles of principals in one North Carolina public school system. The Leadership Orientation Instrument was used to survey 75 special education teachers to determine the role of leadership in the attrition of special education teachers. The study found no significance relationship between the principal’s leadership styles and special education teacher attrition. The data also revealed that principal’s use of multiple leadership styles had the effect of mobilizing teachers as groups to improve the retention rate in the district. A wide array of participants’ responses was translated into data that resulted in recommendations to enhance the quality for continuous improvement in special education teacher retention.