The purpose of this qualitative descriptive existential-phenomenological study is to explore what it is like for public school special education teachers to experience professional marginalization and how it shapes their work-world, in the Eastern region of the United States. A purposive sampling was utilized for recruiting five special education teachers within the states of New York, Virginia, North Carolina, and South Carolina. Symbolic interactionism and stigmatization are the foundational theories. Giorgi's five-step eidetic analysis was conducted to create a psychological structure to answer this study's research questions: a) What is it like for a special education teacher to experience professional marginalization in the public school? Additionally, (b) How do the most prominent constituents appear for special education teachers in the unfolding of professional marginalization in the workplace? Subsequently, it was found that the participants experience professional marginalization as a general aversion toward special education. The constituents that formed the general structure are presented under descriptive captions as follows: (1) Salient Desire to Help Children, (2) Salient Desire to be Recognized and Accepted, (3) Salient Desire to be a Team Member, (4) Sense of Vocational Fulfillment, (5) Sense of Inequality and Compulsion to Advocate for Inclusionary Special Education Programs, (6) Sense of Inequality and Lack of Administrator Support, (7) Sense of Isolation and Loneliness, (8) Sense of Inequality between Professional Colleagues, (9) Lack of Vocational Fulfillment, (10) Sense of Rejection and Being Excluded, (11) Sense of Unworthiness and Devalued, and (12) Sense of Fear, Uncertainty, and Guilt. [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.]