Globally, the coronavirus (COVID-19) has significantly impacted special education teachers and educational institutions. The onset of the coronavirus pandemic in the spring of 2020 led to an almost complete closure of school buildings, triggering a significant disruption to K -12 education across the United States (Education Week, 2020). The quick transition to online and remote learning presented one of the biggest obstacles, especially for special education teachers. The routine and social connections essential for the development of special education students were disturbed by the closing of the schools. Teachers had to develop innovative ways to keep students interested and connected, which could have led to skill regression and decreased sociability. Special education teachers had to make significant adjustments to lesson planning, communication with parents, and providing their mandated Individualized Education Plan (IEP). Through the unknown expectations of a pandemic on education, teachers still faced balancing their professional responsibilities with personal commitments and challenges of caring for family members, managing their health concerns, and adapting to their new daily routines. This study examines special education teachers' attitudes toward the impact of COVID-19 on student outcomes. The student outcomes concern academic achievement, social behaviors, socioemotional development, and absenteeism. The researcher developed and used the Dixon Attitudes of Special Education Teachers Regarding Student Outcomes (DASETSO) instrument to collect data. Secondary data analysis was collected to determine if there was a difference in general education teachers' attitudes. [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.]