This study explored the policies and laws established to govern the process school districts within Missouri use to administer and interpret cognitive assessments, as well as the perceptions of special education administrators and process coordinators. Archival data from DESE as well as from the Missouri Association of School Psychologists were examined to provide supporting information. This analysis was mixed methods in nature while employing a pragmatic approach. The researcher sought to understand the experiences of special education administrators and process coordinators as described by the participants. Both the qualitative and quantitative portions of the findings provided rich and dynamic insight into the participants' perceptions regarding the current assessment practices of Missouri K-12 districts. They also provided cognizance of the qualifications of personnel utilized to administer and interpret cognitive assessments in Missouri K-12 districts as well as how those qualifications compared to established law, policies, and standards. These paralleled need for educational leadership at the state level to provide clarity and communication to Missouri school districts as well as consider measures of accountability, funding, and recruitment.