Throughout the United States, there is a persistent shortage of special education teachers. School administrators recognize this phenomenon and must work collaboratively to resolve the issue of special education teachers choosing different career paths. The literature shows that special education teachers leave the field within the first three-five years of their career if they are not properly trained and supported. A mixed methods research study was conducted with 76 special education teachers in Western Pennsylvania. Participants completed a questionnaire and shared their perspectives on recruitment and retention. From that sample, the researcher chose to engage focus group participants that have taught special education for five years or more in their current role. Focus group participants were asked to share their thoughts on remaining in their career longer than five years. Making connections with colleagues and school administrators plays a role in the retention rates of special education teachers in public schools and private schools. Providing pre-service teachers with hands-on experiences and opportunities to develop skills while on the job can lead to increased teacher retention while on the other hand ignoring training needs and the overwhelming legal mandates contribute to the increase in teachers choosing other career paths. Focusing on the practices to recruit and train highly qualified individuals across all special educational systems is necessary for the future of all students in education. [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.]