The issue of teacher shortages has long been a concern in schools across the nation. Currently, the majority of states have reported persistent shortages, with special education experiencing the most severe gaps. The purpose of this study is to explore the effects of school climate on teacher retention in special education schools. Special education teachers are inclined to remain in their current teaching positions when they perceive a favorable school environment. This mixed-methods explanatory sequential design study explored the effects of school climate on teacher retention in special education schools in Pennsylvania. This study researched the perceptions of special education teachers and school climate in addition to the factors that have the greatest effect on their decision to remain in their current position. This study was grounded in the social exchange theory. The data were collected in two phases. The quantitative phase included participants (n=25) completing two surveys and the employment status report was documented. The qualitative phase (n=10) included participants completing one semi-structured interview. The findings suggest that school climate has an impact on teacher retention and community factors such as relationships and connections have the greatest effect on their decision to stay in their current teaching position. Support from administration and colleagues was a common theme that participants noted as a factor swaying their decision. Future research on tools to assess school climate, implementing mentoring programs, and exploring the effect of the special education teacher shortage on special education student achievement is suggested. [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.]