This dissertation, "A Need to Teach Differently: Storied Experiences of Transformative Educators in Nigerian Special Education," explored the narratives of educators who have significantly impacted the special education landscape in Nigeria. The study aimed to highlight the motivations, challenges, and transformative practices of these educators through a narrative inquiry approach, emphasizing their storied experiences. The research was grounded in the theoretical frameworks of Culturally Responsive School Leadership (CRSL) and Critical Disability Studies (CDS). CRSL is used to deconstruct the systemic obstacles and prejudices that have historically marginalized minority students, prioritizing their experiences and requirements within educational settings. CDS challenges conventional views of disability, striving to dismantle oppressive structures and advocate for social justice for disabled people. This combined lens offered a reflective view of the systemic stigmatization and devaluation of disability over the years in the Nigerian education system. The study was situated in the context of Nigeria's educational history, particularly focusing on the colonial legacies that have continued to influence the educational landscape. It examined how the impacts of British imperialism have shaped the notions of productivity and disposability, affecting the accessibility and quality of education for disabled individuals. Through detailed storytelling, a method in narrative inquiry according to Clandinin (2016), this dissertation captured the lived experiences of six transformative educators who have transitioned from various career paths into special education. Their narratives revealed their personal and professional journeys, the systemic barriers they encountered, and their innovative practices aimed at fostering inclusive educational environments. The findings underscored the importance of intentionality and longevity in the work of transformative educators. They highlight how these educators navigated systemic barriers through improvisation and dedication, advocating for educational reforms that promote inclusivity and equity. The dissertation concludes with a call for ongoing research and advocacy to support the development of inclusive educational policies and practices. It emphasizes the need for comprehensive reforms that address the historical and systemic challenges in Nigeria's special education system, ultimately aiming to create more equitable opportunities for disabled individuals. [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.]