This mixed-methods study researched the special education background experience of principals and the effect on students in the subgroup of Students with Disabilities in making Adequate Yearly Progress (AYP). In the state of Ohio, schools and districts are expected to make AYP as a whole and additionally make AYP for each subgroup (various ethnicities, students in poverty, students who are English language learners, and students with disabilities). A correlation study was deemed necessary to investigate whether the special education background experience of principals had an effect on schools making AYP for the subgroup of Students with Disabilities. Additionally, three principals with special education background experience added a qualitative component to the research. The research found that the special education background of principals did not make a statistical difference as to whether the principals had a higher likelihood of making AYP for the subgroup of Students with Disabilities. However the results indicated that the more years of special education background experience a principal has the more likely the school was able to make AYP for the subgroup of Students with Disabilities.