This qualitative descriptive study aimed to understand how veteran special education teachers describe the personal, social, and professional experiences that influenced their motivation and commitment to continue teaching in special education for ten or more years in public schools within the United States. The study draws upon Herzberg's et al. (2017) Motivation Hygiene Theory. Three research questions guided the study, asking how veteran special education teachers describe the personal, social, and professional experiences that influence their motivation and commitment to continue teaching in special education for ten or more years in the United States. The study aimed to understand the experiences of 12 VSETS teaching in public middle and high schools within the U.S. Data was collected through in-depth interviews and analyzed using Braun and Clarke's (2006) six phases of thematic analysis. Seven themes emerged that addressed the research questions. These included: (1) initial motivation to enter the profession, (2) making a difference, (3) personal convictions to improve students' lives, (4) the value of student connections, (5) the value of collegial connections, (6) administrative support, and (7) professional challenges and perceived teacher efficacy. The study has implications for professional development, critical self-reflection, developing self-efficacy, and enhancing administrative support. Understanding these experiences can promote retention efforts by highlighting the needs of both veterans and beginning special education teachers. [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.]