This research investigated the teaching experiences of alternative route special education teachers working in urban Title I schools with a high population of students from a culturally and linguistically diverse background. Five alternative route special education teachers along with five school-based administrators who supervise ARL special education teachers who work in Title I schools within a large urban school district located in the southwestern portion of the United States were interviewed. Data were collected in the form of a semi-structured, six-question interview. Phenomenology was used, along with narrative analysis and Interpretative Phenomenological Analysis (IPA), to analyze the data collected from the responses given during the interviews. Answers from the interviews were coded and categorized based on themes that emerged from the responses, which showed that ARL special education teachers felt supported by their school-based administrators, however they did not feel like they were prepared to teach when starting their career. School-based administrators reported that ARL teachers lacked pedagogy, however they did not feel that the route taken made on impact on student achievement. Common themes between participant groups showed that there was a need for more support and more hands-on experience. [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.]