There is presently little consensus on how evaluators evaluate special education teachers. The lack of agreement may be due to the training of evaluators. Special education teachers work under various conditions with a diverse population. In this dissertation, we reviewed the challenges associated with evaluating special education teachers, described and analyzed current approaches, and presented a conceptual framework for a path to special education teacher evaluation using a qualitative approach to thematic analysis and email interviews. The current teacher evaluation systems fail to address the unique situations associated with special education teachers. The hope is that the information in this dissertation will contribute to the small but increasing organization of research on evaluating 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.]