This qualitative case study investigates teachers' perceptions of the Good Behavior Game (GBG) intervention within the context of a special education school. The primary research question guiding this study is: What are school staff's perceptions of the Good Behavior Game in a special education school? The study employs a qualitative approach, utilizing a case study design with ten participants. Through in-depth interviews and observations, the research explores the nuanced experiences and perspectives of teachers implementing the GBG intervention in a special education setting. The findings of the study indicate that overall, teachers perceive the Good Behavior Game as a highly impactful intervention. Participants highlight the positive effects of the GBG on student behavior, engagement, and the overall classroom environment. The study contributes valuable insights into the subjective experiences of teachers implementing behavior interventions in special education, shedding light on the practical implications and effectiveness of the Good Behavior Game in this specific educational context. These findings hold implications for educators, administrators, and researchers aiming to enhance the effectiveness of behavioral interventions in special education settings. [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.]