This study aims to understand special education teachers' lived experience of encountering Disruptive Classroom Behavior (DCB) among middle school students with Emotional and Behavioral Disorders (EBD) in self-contained classrooms. Employing an interpretative phenomenological approach, semi-structured interviews were conducted with eight teachers who self-identified as having lived experience with DCB. Through rich descriptions provided by participants, the study aims to understand the significance they attribute to these encounters and the realization of their roles as educators in such settings. Using a purposive and subsequent snowball recruitment approach, ten participants were identified, of whom eight in-depth interviews were conducted via Zoom, each lasting 45 to 60 minutes. Excluding one interview not classroom-based, the final analytic sample included seven participants' lived experience encountering DCB in self-contained classrooms for students with EBD. Following transcription, participant feedback was sought to ensure accuracy. Data analysis adhered to methodologies outlined by Peoples (2020) and Larsen & Adu (2021). The findings present seven individual narratives alongside a collective narrative, elucidating the delicate balance between professionalism and empathy, the importance of understanding the origins of DCB, and the resilience required for effective management. The study underscores the necessity for tailored professional development, collaborative support, and empathetic teaching approaches for students with EBD. It emphasizes the profound impact of teachers on students' lives and the evolving demands within the teaching profession. [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.]