Black students are disproportionately represented in special education, especially in categories that are subjectively determined by educators. Also, Black students with disabilities experience disproportionate rates of exclusionary discipline in schools and have disproportionately higher dropout rates and lower graduation rates. Research has identified various factors that contribute to these issues, including the lack of teacher training required by special education law, implicit bias of educators who identify and serve Black students with disabilities, and the lack of training in cultural responsiveness. However, there is limited research on the lived experiences of the teachers who work with Black students with disabilities and who are responsible for utilizing system-wide supports. The purpose of this qualitative, phenomenological study was to explore the lived experiences of special educators in supporting Black students with disabilities in middle and high schools. The following research questions guided the study: 1. How do special educators describe how district-level policies and practices affect their ability to support Black students with disabilities? 2. How do special educators describe how school-level policies and practices affect their ability to support Black students with disabilities? 3. How do special educators describe how their own classroom-level practices affect their ability to support Black students with disabilities? The researcher distributed a demographic questionnaire and conducted interviews and focus groups with 12 middle and high school special educators. A researcher's journal served as an additional data source to bracket researcher biases and capture field notes. Analysis revealed both themes and subthemes, including the prevalence of alternative teacher training, the prevalence of teachers teaching special education despite other career intentions, multiple perspectives on the causes of disproportionality of Black students in special education, lack of funding, overwhelming paperwork, lack of RtI and PBIS knowledge and support, limitations of professional development specific to special education, varied leadership support, shortages in special education teachers, parents as advocates for student needs, differentiation as key, and conflicting perspectives on culturally responsive teaching. Based on the findings, recommendations are offered for practice and future research. [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.]