This study investigated reasons special education teachers leave their current position and ways campus administrators can promote special education teacher retention. The persistent issue of special education teacher shortages has a negative impact on the success of students receiving special education services. Research surrounding supports necessary to retain special education teachers has been sparse. There is a gap in literature detailing demands encountered by special education teachers that give rise to attrition and resources that increase retention. This study focused on factors that present as overwhelming demands for special education teachers and vital resources for special education teachers. Theoretical frameworks employed for this study include Brownell and Smith's Conceptual Model and the Conservation of Resources Theory. A qualitive exploratory case study was utilized to address research questions. Results of the study revealed overwhelming paperwork and insufficient planning time as burdensome demands for special education teachers, while assistance with paper, additional time for preparation, and various aspects of support were identified as vital resources for special education teachers. Study findings generated guiding principles for campus administrators to promote special education teacher retention. Research results can contribute to the body of knowledge concerning the retention 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.]