Although few educators choose to work with students with behavioral difficulties, some decide to work with students with emotional and behavioral disorders (EBD). Special education teachers who work with students with EBD have a high turnover rate because those students are one of the most challenging populations to teach. Separate day programs (SDPs) are the most restrictive settings for students with EBD but are also the most restrictive settings for educators. The purpose of this basic qualitative study was to explore the motivation of these educators and the factors that lead to their longevity in the field from the perspective of Bronfenbrenner's ecological systems theory. Data collected from semistructured interviews with 10 participants were coded and analyzed for themes. Participants' reasons for staying in the SDP were the satisfaction of seeing students improve, developing personal and professional maturity, and building a family based on similar experiences and interests. Findings may help districts recruit and hire teachers who are more likely to persevere and help students reintegrate to a less restrictive setting and prepare for the challenges beyond school. Findings may also guide officials who develop teacher preparation courses to include content that better prepares new educators to address the challenging behaviors of students with EBD in the SDP. Improving therapeutic programs for students with EBD by developing more effective training and support of teachers has the potential to contribute to positive social change for students, their families, and communities. [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.]