The focus of this exploratory study is the role of the Special Educational Needs Organiser (SENO) which was initiated in the Education for People with Special Educational Needs Act (EPSEN)(Government of Ireland, 2004). This legislation established the National Council for Special Education (NCSE) to support the significant policy change that sought to transition the educational structures in Ireland from a segregated to an inclusive model of education. The legislation conceptualised the SENO as the Council's local agent in its endeavours. The purpose of this study was to explore the perceptions and experiences of the role by SENOs themselves and key stakeholders. The SENO role has received limited research attention to date and this research seeks to fill that gap and produce a significant contribution to an understanding of the position. An interpretive multi-perspective triangulated study provided an appropriate design to gather participants’ perceptions of the SENO role within a real world setting. In depth interviews with 19 participants, review of the relevant legislation, department circulars and NCSE publications along with a brief parental survey of 137 parents all contributed to an informed exploration of the SENO position. The research in the field was conducted between the autumn of 2017 and the summer of 2018. Participants included parents, principals, teachers, other educational and clinical professionals, and those engaged as SENOs. Data analysis supported the emergence of three main themes: gatekeeper, juggler and facilitator. These themes facilitate a conceptualisation of the role that allows implications for policy and practice to be considered. Such implications can assist in making a contribution to the evolution of the role in the light of recent policy changes to resource allocation for students with special educational needs which significantly impact SENO practice.