The attitudes and opinions of special education teachers may potentially reveal insight as to how and why teachers choose to include sex education in their curriculum for self-contained special education classrooms designed to serve students with developmental disabilities. The main objective in developing this study was to gather information regarding teacher perspectives to potentially aide in the future development of effective special education programming and increased access for students with disabilities. Sexuality is a nontraditional subject that may be difficult for some teachers to address. To ensure the most appropriate education and support for individuals with disabilities within the field of education, the attitudes of teachers towards sex education for students with disabilities needed to be explored. This qualitative study was designed to evaluate the perspectives of participants who were selected based on fixed sampling from current active special education teachers within a school district. By clarifying the perspectives and opinions of these special education teachers with reference to sex education for typical students, those with mild intellectual disabilities, and students with moderate to severe disabilities, the effects of teacher attitudes and perceptions should be reviewed in relation to student access and addressed through local practice and policy. [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.]