This phenomenological case study explored the pedagogical change experiences of five special education teachers who have transitioned from teaching in a self-contained class to an inclusive class. Educators participated in individual interviews regarding their experiences over the course of their teaching careers. These data were combined using a descriptive phenomenological method, to create a single collective description that illustrated the change experience of a special education teacher. Overall findings indicated that despite their special education training, these educators were challenged by their own beliefs and expectations, the attitudes of others and systematic barriers. Participants also highlighted increased performance of students with exceptionalities in inclusive classes, the growth and development of the other students, and their overall pedagogical shift. These findings suggest implications for professional development as well as maximising the skills of trained teachers in a Professional Learning Community (PLC) and mentorship opportunities.