This study was designed to gather special education teachers' perceptions of the role and effectiveness of paraprofessionals who work with students with special needs. Participants were special education teachers who were members of an organization specifically dedicated to special education instruction, special education teachers, school personnel and disability advocates. Using survey methods, data were collected from 14 special education teachers who all supervised or worked with paraprofessionals in a special education, and there were teachers who worked at elementary, middle school and high schools. Descriptive statistics were compiled on data for all teacher respondents. Data was analyzed using the Likert scale analysis, a tool in measuring objectives that are aimed towards determining the opinions, preferences or attitudes of people on given issues. Results of the study revealed consistent themes from previous research and that although special educators hold paraprofessionals in high regard and believe they are effective; the responses demonstrated that the perception is that paraprofessionals make an impact, use effective strategies in the classroom, but need better training to become more knowledgeable in the special education field. These findings may provide special education teachers a basis for providing additional guidance and instructions to paraprofessionals they supervise and continuing to show appreciation for the paraprofessionals input. For paraprofessionals and other school personnel, these findings may provide information on how the special education teacher perceives paraprofessionals and what areas need additional emphasis in the classroom with special needs students and in their profession. [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.]