The primary purpose of this study is to investigate how special education English teachers in Taiwan develop their English as a Foreign Language (EFL) curriculum and pedagogy for students with learning disabilities (LD). In this qualitative case study, data were collected using interviews, class observations, and review of permanent products, to answer research questions: (1) How do special education English teachers teach EFL to students with LD in the resource room? (2) What concepts, beliefs, and experiences influence special education English teachers' decisions related to EFL curricula and pedagogy for students with LD? The study findings provide information about how the participants use various configurations of multiple methods and/or approaches to teach EFL to students with LD in the resource room in Taiwan. Additionally, the study describes how participants use a variety of teaching/ learning materials, beyond the textbooks provided, while teaching EFL to students with LD. This suggests that teachers step beyond using multiple methods by incorporating new and adapted instructional materials. Moreover, the study findings reveal that despite the modifications the teachers make and the variety of instructional approaches they use, they feel that a very important piece is missing, the opportunity to teach English in more effective and practical ways. In addition, findings show that teachers' personal education philosophies, teaching experiences, and educational background affect their decisions related to EFL curricula and pedagogy for students with LD. However, at the same time, the teachers believe their decision making is constrained by the requirements and parameters of the Taiwanese educational reform movements related to EFL. As a result, although they try to teach English in as interesting and practical ways as possible, the teachers do not completely abandon the framework of exam-oriented teaching. Consequently, the findings of this research suggest the Taiwanese government needs to develop English education programs which are fully inclusive of all learners and that focus on multiple reasons for learning English. Furthermore, current general EFL teacher training programs should be improved by including content related to how to teach foreign languages to students with disabilities. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]