For decades, chronic shortages of special education teachers (SETs) across the United States have persisted. The purpose of this study is to assess the relationship between school principals’ communication, and SETs’ intentions to leave the profession. This quantitative study used multiple regression analysis and the 1999-2000 Public School Teacher Questionnaire, Schools and Staffing Survey (SASS) to determine the extent to which there is a relationship between SETs’ perception of principals’ communication and special educators’ intentions to leave teaching in U.S. public elementary schools. To do so, an index of SETs’ perception of principals’ communication was created from five SASS survey items. Using this index, this study found that SETs’ positive perception of principals’ communication had a statistically significant negative effect on intentions to definitely leave the teaching profession. In sum, this study found as SETs’ positive perception of their principals’ communication increased, the likelihood of special educators’ intentions to definitely leave teaching was reduced.