This study was designed to better understand teachers as users of personal knowledge, examining teachers in inclusive one-teacher, Seventh Day Adventist schools. The study examined teachers' beliefs about teaching and learning, teachers' personal practical knowledge, teachers' professional identity, contextual factors that enabled or constrained teachers' practice, consequences of isolation, and the role of professional development. Four teachers shared their thoughts regarding experiences they encountered on a regular basis. Data collection involved three phenomenological interviews, journal entries, and full-day classroom observations. Data analysis indicated that each teacher had a unique belief system, though there was some consistency among teachers, particularly related to their strong spiritual commitment. All teachers longed for more professional and personal interaction, though three expressed self-reliance and self-dependence. Teachers all supported one-teacher schools and believed they were equal to their peers in their teaching effectiveness. Factors enabling practice included teacher autonomy, multiple years to work with students, and heterogeneous groupings. Constraining factors included scheduling difficulties, time constraints, and supervision demands. Participants noted both positive and negative consequences when attempting to meet diverse needs within the one-teacher school. Teachers wanted to engage in professional development in order to effectively meet students' special needs. The paper presents 7 recommendations for further study. (SM)