The benefits of giving minority students access to teachers of the same ethnic background has been widely documented. There is ample research that highlights how parents and students become more engaged when the teachers or other school staff are of their same cultural background (Cooper et al., 2010; De Gaetano, 2007; Mundt et al., 2015). Most of these studies also tell us how the teachers can connect with the students and parents; yet these studies have not specifically looked at special education teachers of color and their work with minority students with special needs (Redding, 2019, Stearns et al., 2013, Winstead & Wang, 2017). This study looked at how Latina/Latino special education teachers connect with their students receiving special education services. Moreover, this study focused on how Latina/Latino special education teachers use their language, customs, beliefs, traditions, values, and attitudes to reach and connect with their students. This study used a qualitative descriptive case study approach to explore the stories of four Latino/a special education teachers and their culturally responsive ways of teaching. The findings for this study can help Latina/o special education teachers and other non-Latina/Latino educators in developing a better understanding of how to reach and connect with Latino/a students with disabilities and establish a positive relationship that may lead to academic, social, and behavioral achievements. Due to the current social distancing guidelines because of the COVID-19 pandemic, the data for this study was collected using one-to-one interviews and focus groups via video conferencing. The participants were asked a series of questions that required them to reflect on their current pedagogical practices. The findings of my study showed that when Latino special education students and special education teachers share the same or similar cultural background learning is more relevant. This goes along with the findings of other studies where it has been found that teachers can use their ethnic identity as an asset in the classroom (Gonzalez & Moll, 1995, as cited in Albers and Fredrick, 2013) to connect with students and make learning more relatable. The individual and focus group interviews revealed that these special education teachers have a deep understanding of the role that culture plays in the lives of their students. Through culture, they have been able to make meaningful connections with their students and their families. These connections have helped students make academic, social, and behavioral achievements. [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.]