The purpose of this qualitative descriptive research was to explore how special education teachers choose curriculum to maximize learning within the special education classroom based on the external factors within the United States. The research questions as follows were answered through 12 interviews and a focus group of six participants from across the United States. The researcher explored how special education teachers chose curriculum within the special education classroom while dealing with leadership mandates, legislative mandates, and curriculum mandates. Simmons and Taylor's conceptual framework guided this study exploring the impact of external factors had on special education teachers' decisions in curriculum development. Vygotsky's Zone of Proximal Development was also used as a guide to explore how these choices were made by teachers to maximize learning. Braun and Clarke's six step thematic analysis used in this study resulted in six themes: 1) Special Education Teachers Focus on Short Term Planning, 2) Special Education Teachers Experience Varying Degrees of Support, 3) School Districts Vary in Terms of Special Education Curriculum, 4) Student Needs Impact Day to Day Curriculum Modifications, 5) Special Education Teachers are Flexible and Creative, and 6) Special Education Teachers Balance Competing Priorities in the Classroom. The results of this study described the flexibility and variability of special education teachers' experiences with curriculum and curriculum development. [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.]