There is great variation in the competencies required by states that certify individuals as special education administrators. Approximately one-half of all states require separate certification competencies for special education administrators as compared to general education administrators. Special education directors in the state of Colorado, a state that requires separate certification, were asked to rank 16 competency statements that comprise the stateapproved endorsement program for special education directors. The results were analyzed in terms of agency type, size, and population density. Implications are discussed for the various significant differences identified.Increased emphasis on quality cost-effective programming in the current special education arena dictates that those individuals entrusted with the responsibility of administering special education services have the managerial skills and personal competencies that will generate favorable long-term outcomes for consumers (Sage & Burrello, 1986). Unfortunately, there is a paucity of state-of-the-art literature and research to direct quality programming decisions by special education administrators. PERSONAL AN ORGANIZATIONAL Burrello and Zadnik (1985), however, provided information on the personal and organizational qualities perceived as critical success factors (CSF) by special education administrators themselves. The quality of direct services and the director's role in the total school district hierarchy and community were identified as critical organizational and personal success factors. In a related work, Robson