This dissertation presents a qualitative study investigating the challenges encountered by Early Childhood Special Education (ECSE) teachers during the dynamic landscape of the COVID-19 pandemic. The participants, comprising ECSE teachers, shared their experiences, highlighting key themes such as transparent decision-making, a yearning for recognition and compassion, the intricate inner landscape of teacher well-being, and complex relationship dynamics. The study, conducted through in-depth interviews and thematic analysis, illuminates the profound impact of policy changes, health concerns, work-life balance, and self-esteem on ECSE teacher resilience and job satisfaction. In response to these challenges, the dissertation proposes targeted solutions, emphasizing transparent decision-making processes, the cultivation of a culture of empathy, and the recognition of ECSE teachers' autonomy and unique contributions. Strategies for fostering interconnected support networks, both within educational institutions and with parents, students, and fellow teachers, are delineated. The study concludes with actionable recommendations for future policy, research, and practice, advocating for flexibility, equity, and transparency. The findings offer a foundation for informed action, empowering ECSE teachers and enhancing the support structures essential for their continued dedication to shaping the futures of young learners. [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.]