Students of color and students with disabilities are two underserved populations in our educational systems. At the intersection of these groups is a new subgroup: special education students of color (SESOC), who are highly underserved in schools. The experiences and perspectives of teachers of color who serve special education students of color is an area that needs to be studied. In order to seek out improved outcomes for this group of students, the current study focused on how Latinx teachers characterized the role of their personal experiences with race on their ability to effectively teach SESOC as well as how they characterized their personal experiences with race on student relationships with special education students of color. Latinx teachers were chosen because the Latinx population is the fastest growing demographic group in California, making up 39% of the population. This was a qualitative phenomenological study that explored and described the lived experiences of Latinx teachers of SESOC in Southern California. All of the 10 teacher-participants in this study originated from two separate districts and had varying levels of teaching experience. Each teacher participated in two interviews with deep discussions of their experiences as Latinx teachers. Data analysis involved three rounds of coding to identify patterns in the dataset. There were three themes that emerged that answered the research questions: (a) embracing a "whatever it takes" mentality to meet students' needs, (b) leaning on experiences as a person of color in developing a commitment to action, and (c) removing barriers at the intersection of disability and race through empathy, advocacy, and inclusion. The main conclusions from this study were derived from the three themes that were prevalent from the teacher interviews. Teachers drew from their own experiences to understand the needs of their SESOC and their families as well, and this drove their "whatever it takes" mentality. The participants used their resources including time and finances to help SESOC learn and meet their needs and were highly attentive to them in the classroom. Their commitment to the growth of their SESOC was expressed through empathy, advocacy efforts, and holistic inclusion. The findings indicate that districts might serve SESOC well by intentionally hiring teachers of color to match the ethno-racial population of students more closely and by providing training in the experiences of students of color and family needs for teachers from backgrounds that do not match those of their students. Recommendations for further research are provided. [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.]