This study aimed to enhance leadership abilities among special education teachers using Behavioral Skills Training (BST). It highlights the issue of staff burnout and lack of support within the workplace among special education professionals working in self-contained classrooms with individuals with disabilities. This study aimed to bridge the gap between the challenges faced by staff working with individuals with disabilities and the potential advantages of leadership. The five chapters extensively explore the challenges encountered by individuals with disabilities, the prevalence of special education services, and the application of Applied Behavior Analysis (ABA) principles in self-contained classrooms. With the use of Likert scales and feedback, three main themes (i.e., lack of appreciation, lack of awareness/consideration, and lack of responsiveness) surfaced that guided the rest of the study. The adoption of BST yielded promising results in cultivating robust leadership abilities among special education teachers. The study suggests actions to take, such as introducing BST programs as well as future avenues for research like long-term studies and adapting to different cultures. The implications provide guidance for practitioners, policymakers, and educators on applying the study's discoveries while recommendations offer ways to improve leadership skills. [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.]