The well-being of special education teachers is paramount to ensuring a high-quality and sustainable education system for students with disabilities (Sawatske et al., 2024). The purpose of this qualitative, phenomenological study was to explore, in a large, southeast Texas school district, the perceptions of secondary special education teachers regarding their well-being and how it may be impacted positively or negatively by organizational policy and administrative practice. Findings in participant responses to the interview protocol revealed many positive factors associated with job responsibility and administrative practices regarding special educator well-being. However, throughout the interviews, no special educator mentioned any specific organizational policies positively or negatively impacting them as educators. Based on the findings, the implementation of effective professional development for special educators and administrators would result in positive well-being and outcomes for special educators. The resulting project attached to this dissertation in practice involved the creation of a professional development plan and workshop series for addressing the well-being of special educators. [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.]