This study aimed to identify the relationship between school climate, special education teacher job satisfaction, and intent to stay. The study participants included special education teachers from two middle Tennessee public school districts who serve students K-12. The study demonstrates the relationship between school climate and special educators job satisfaction, the relationship between school climate and intent to stay, and special educators job satisfaction and intent to stay. The study demonstrated that there are contrasting views between a school wide climate survey and the school climate perception that special educators have as well as how it relates to their intentions to stay. The study also demonstrated the relationship between special educators' job satisfaction and their intentions to remain within their role. The researcher recommends that school districts set an intentional focus on school climate perceptions of special educators' as well as the factors that relate to their satisfaction in hope to minimize the special educator shortage. [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.]