The problem this study addressed was that K-12 special education teachers were challenged with using effective instructional and engagement practices in a virtual setting for students with disabilities. The purpose of this study was to explore K-12 special education teachers' experiences with using effective instructional and engagement practices in a virtual setting for students with disabilities. The conceptual framework that supported this study was Kearsley and Shneiderman's engagement theory: A framework for technology-based teaching and learning to improve students' learning and engagement in a virtual setting. The research question for this study focused on what are K-12 special education teachers' experiences using effective instructional and engagement practices in a virtual setting for students with disabilities in a midwestern state. A basic qualitative design was used for this study, and K-12 teachers participated in semi-structured interviews. Data were analyzed using coding and thematic analysis procedures. The results produced the following themes: Special education teachers received limited training in a virtual setting, special education teachers needed training in a virtual setting, and special education teachers needed more resources in a virtual setting. This study may contribute to positive social change by increasing teachers' knowledge of using effective instructional and engagement practices in a virtual setting for students with disabilities. [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.]