Special Education administrators face an increasing challenge of retaining their Special Education teachers. 33% of Special Education teachers leave their roles within the first three years and 22.85% quit annually (Dillon, 2007; Boe, Cook, & Sunderland, 2008; Conley & You, 2017). Teachers have cited a shifting legal landscape, paperwork, lack of role clarity as reasons they choose to leave their roles (Kaff, 2004; Boe, Cook & Sunderland, 2008; Albrecht et al., 2011; Nance & Calabrese, 2009; Conley & You, 2017; Sindelar et al, 2019). Administrative support, collegial support, relevant professional development have all been associated with retention (Stempien & Loeb ; Billingsley, 2004; Demik, 2008; Albrecht et al, 2009; Conley & You, 2017; Gehrke & McCoy, 2017). This study allows readers to experience the narratives and reports of 7 Secondary Special Education Teachers who have remained in their roles for at least 5 consecutive years. Through semi-structured interviews and using the constant comparative coding method, participants identified commonalities in their lived experiences within the domains of Collegial Support, Professional Development, Mentorship and Onboarding, and Administrative Support. These commonalities in perception and lived experience can be used to improve organizational outcomes and teachers experiences within a school district. [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.]