Since the establishment of the Individuals with Disabilities Education Act (IDEA) in 1975, implementing special education services has become more vast and complex for special education teachers. Their immense job responsibilities have them feeling varying levels of occupational burnout and stress. The purpose of this qualitative study, employing an instrumental case study methodology, explored special education teachers to better understand potential variances in their experiences of professional satisfaction based on assigned classroom settings. Self-contained classroom teachers and inclusion classroom teachers completed individual interviews, weekly stress journals, and the Maslach's Burnout Inventory- Educators Survey. Data were analyzed and compared to identify experiences of burnout and job stressors and factors that contribute to professional satisfaction. It was concluded that inclusion classroom teachers and self-contained classroom teachers have varying primary job responsibilities. Additionally, results revealed variances in challenges and stressors that decrease professional satisfaction, as well as factors specific to special education assignment that increase and decrease professional satisfaction. Recommendations from the findings focus on implementations by administrators to help prevent special education teacher burnout that are specific to job assignment. In alignment with Cabrini University's commitment to lifelong learning and professional growth, tailoring supports that communicate respect and promote excellence can have positive impacts on communities. [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.]