The purpose of this study was to explore how special education teachers perceive the concept of teacher leadership in special education and to discover the barriers that disempower them from acting in a leadership capacity in the context of Saudi schools. The research employed phenomenological research design and used semi-structured interviews with 14 special education teachers. The results revealed that participants had limited understanding of the term "teacher leadership." Additionally, through thematic analysis of the data, the study identified the following significant factors: (a) teachers are resistant to take leadership roles; (b) a lack of incentives; (c) toxic school culture; (d) lack of opportunities to practice teacher leadership; and (e) insufficient opportunities for professional development.