The persistent challenge of teacher attrition, particularly in special education positions, is examined within the context of the East Dillon School District in Dillon, IL. Despite efforts to recruit and retain special education teachers, vacancies remain unfilled, leading to a disruption to the educational experiences of students with disabilities and the practice of special education teachers lacking training and support. This phenomenological qualitative research study examined the experiences of six special education teachers at Lion Middle School. Using Job Embeddedness Theory, Ethics of Care, and Aptitude-Treatment Interaction Theory as the conceptual framework, this study sought to provide the training and support special education teachers needed for longevity in their positions in the district by implementing a three-session professional development series. The goal of the research included determining special education teachers' satisfaction with the professional development intervention, how the intervention affected workloads and collaboration, and their feelings of job embeddedness with the district at its conclusion. The findings indicated through teacher pre- and post-intervention interviews showed that building leadership and the intentional planning of special education professional development may have a positive effect on teacher satisfaction levels and thoughts of job embeddedness. [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.]