This study sought to explore the experiences of teachers who are employed in self-contained Emotionally Behaviorally Disturbed (EBD) program that support students with challenging behaviors. The problem investigated was the lack of understanding around the experiences of special education teachers who teach and support students with challenging behaviors in self-contained EBD programs. The conceptual framework for this study was social constructivism. The research question guiding this study was, "How do teachers employed in self-contained EBD programs describe their experiences when working with students with challenging behaviors?" The methodology involved qualitative case study. Participants entered the cycle of interviews, which included two semi-structured interviews and a member checking interview. Data was analyzed through coding technology and the use of pattern matching. The results showed that teachers who are employed in self-contained EBD program experience fatigue that stems from a lack of administrative support, feeling forgotten among the comprehensive building, conflict with general education teachers around advocacy for students with challenging behaviors, and limits around student behavior. Additional findings included the concepts that movement, the experience of love and growth in students, and humor are essential components to maintaining the participants careers in supporting students with challenging behaviors. [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.]