The purpose of this hermeneutic phenomenological study was to interpret the lived experiences of K-12 special education teachers (N = 16) from large, suburban districts in Illinois who have persisted in their positions beyond four years. Understanding factors that contribute to the longevity of special education teachers is not only vital for enhancing the educational landscape for students with disabilities but also for informing district-level strategies aimed at fostering teacher retention. This study was guided by Bronfenbrenner's Process-Person-Context-Time (PPCT) bioecological systems theory, which provided a framework for exploring the various systems that influence special education teacher retention. To achieve triangulation and enhance credibility in this study, a purposeful sequence of surveys/questionnaires, individual interviews, artifact sharing, and a writing prompt were used. Themes related to external supports with subthemes related to family support, collegial support, administrator support, and mental health support, as well as internal supports with subthemes related to a sense of purpose, coping skills, and resilience were discovered. These interconnected themes highlight the comprehensive nature of special education teachers' lived experiences. The study provides valuable insights for policy and practice in special education, which can help reduce the negative impact of teacher attrition and improve outcomes for students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]