This study used existing databases to analyze, from a national perspective, the turnover of special education teachers (SETs) at the district level due to district migration, teaching field transfer, and exit attrition. The study also investigated district retention of SETs as a function of district location and teacher experience. The study used data from the 1987-88 and 1990-91 Schools and Staffing Survey (SASS) and the 1990-91 and 1991-92 Teacher Followup Survey (TFS). Major conclusions of the study include: (1) retention of SETs in specific assignments from one year to the next was significantly less than the retention of general education teachers (GETs); (2) the difference between SET and GET retention was due to the higher rate of transfer of SETs to general education; (3) approximately the same percentage of SETs and GETs retained in the same teaching field transferred to different public schools, with the majority remaining in the district; (4) district attrition was higher for SETs (13 percent) than for GETs (9 percent), mostly due to teaching field transfer; (5) there was no significant difference in district retention versus district attrition as a function of community type; and (6) district retention for both SETs and GETs increased substantially with teaching experience. (CR)