This phenomenological qualitative study focused on the perceptions and lived experiences of special education directors in Pennsylvania in relationship to job satisfaction and retention in public school districts. This study analyzed data collected from participants through semi-structured interviews. The study engaged with six participants from statewide sample which included two special education directors from the western, central, and eastern regions of the state respectively. The participants spoke from a position of longevity as participants collectively averaged 11 years of experience in the special edition director role in a public school district. Findings of this study revealed clear themes as to how special education directors experience job satisfaction and what factors they attribute to their retention. Themes included a desire for special education leadership, importance of program design, challenges of job demands, importance of relationships, significance of student success, collaboration with general education and other special education directors, preventing burnout, value of mentoring and the critical role of administrative support. As asserted throughout this study, it is imperative to understand how special education directors experience longevity in the field in order for Pennsylvania's public school districts to bolster and establish effective retention conditions amidst the current special education personnel shortage crisis, that includes special education directors. [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.]