This qualitative phenomenological study explored the factors Vermont rural special educators reported as impacting their persistence and what institutional barriers and supports they identified as needing. The complexities and challenges experienced by all teachers, special educators, rural teachers, and rural special educators informed the conceptual framework that guided this study. A purposeful sampling of Vermont's rural special educators included an open-ended confidential survey and one-to-one semistructured interviews conducted between October 2023 and December 2023. Through coding, sorting, and constant comparative analysis, the interview transcriptions and survey data were analyzed to identify themes. The study uncovered insights on what rural special educators identified as enjoyable in their role, the barriers/challenges they faced, and the institutional factors they need from their supervisory unions to persist. Participants identified that work environment, noninstructional tasks, job design, and resources affected their well-being as rural special educators. Strategies for increasing special educator retention in rural communities are discussed. [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.]