The purpose of this qualitative descriptive study was to explore how special education teachers in San Antonio and the surrounding areas describe the coping strategies they use, and the effectiveness of those strategies, to manage their workload. It was not known how special education teachers describe effective coping strategies they use to manage their workload. This qualitative descriptive study included 102 participants who took the questionnaire and 13 participants who participated in the individual interviews. All participants have taught special education for a minimum of three years in a public school within San Antonio or the surrounding areas. The theoretical framework used to guide this study was conservation of resources theory (COR). Participants were recruited using their district's email distribution list or through a Facebook group for special education teachers in the area. The researcher identified seven themes within the data from the questionnaire and interview revealed: (1) actions taken to better manage workload, (2) actions taken to improve emotional state, (3) actions taken to limit thinking about or working on workload, (4) actions taken to avoid or distract from workload, (5) contradictory meanings of effectiveness of self, (6) contradictory meanings of effectiveness of others, and (7) minimal meanings of effectiveness. The findings from this study indicate that teachers take actions to better manage their workload; however, more data is recommended to future support the longevity of 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.]