We examined factors that lead to the attrition and retention of special education teachers (SETs) based on gender, race, and geographical location. Factors leading to SETs intent to stay or leave teaching is commonly overlooked in research, particularly when controlling for gender and race. Thus, we reviewed survey data of 778 SETs, controlling for gender and race in different settings (urban, suburban, and rural). We found differences between men and women SETs, including significant differences in supports for men and women identifying within the same race/ethnicity demographics in urban settings. We propose research and practice directions for attracting, supporting, and retaining SETs across multiply marginalized groups.