The purpose of this study is to demonstrate a practical application of social network analysis in the field of education using a large-scale data source. Using the Early Childhood Longitudinal Base Year data, a network is identified by examining the connections that occur between supports, both inside and outside formal special education resources for kindergarteners with access to special education programs. Social network mappings and quantitative findings are presented for formal and informal supports and primary disability category, along with policy implications and suggestions for further research. Findings indicate that social network analysis offers a unique and innovative perspective to educational research.