This paper presents implications of the path analysis procedures used to interpret data from a study of urban special education teachers' perceptions of working conditions. The analysis looked at a broad range of factors that could affect teacher plans to leave the field. An overall finding emerging from the analysis was that the same fundamental relationships among variables held in all three study cities. Other major findings included: (1) principal support is critical to job satisfaction and is associated with stronger teacher commitment to special education and a lower likelihood of leaving; (2) perceived opportunities for professional growth are influenced by both central administration and building principals; (3) role conflict and a sense of weakened autonomy are strongly related to stress and to teacher satisfaction with the current assignment; and (4) intent to leave the field of special education is strongly influenced by commitment to the field and special education experience. Figures illustrate the path analyses for each of these four findings. (DB)