This study utilized a qualitative constructivist grounded theory methodology to gain an understanding of how experienced special education teachers working with students with emotional and behavioral disorders have remained in the field. In-depth interviews were conducted with thirteen special educators who have been working with this population for at least three consecutive years. Data from these interviews were examined with the intent of developing a working theory to explain how experienced teachers working with students with EBD make meaning of their persistence in the field. Constant comparative analysis of the data resulted in four interrelated concepts that participants identified as critical to their persistence. These concepts, renamed as four pillars of persistence, include: a belief and commitment to their work, key relationships, self-care, and a constructive outlook. Each participant shares these four pillars as common mainstays for sustaining persistence. However, a wide range of subcategories within each pillar serve to highlight the distinct, and often, interconnected influences. These findings support a framework for a theory that underscores the unique individual path to persistence and key relationships with students, colleagues and administration as integral to persistence. Insights gained from this study lead to recommendations for teacher preparation, for schools, for national policy and for future research. [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.]