The perspectives of special education teachers on the strategies used to teach mathematics to special education students were examined in this dissertation. Three central research questions that guided the study are: (a) What were New York special education teachers' opinions about the methods they use to teach mathematics to special education students? (b) What instructional strategies were used for special education students in mathematics? (c) What content knowledge for mathematics instruction was used? A qualitative, exploratory single case study design was used to answer the research questions. Data were collected from, interviews and observations. Research themes and sub-themes were identified from the data analysis of observations and one-on-one interview transcripts. Major themes to emerge from the data were as follows: (a) the methods special education teachers use to teach mathematics to special education students, (b) how special education teachers process instructional strategies for special education students in mathematics using the method, and (c) special education teachers' content knowledge of elementary mathematics, including algebraic thinking, using the method. Implications for practice and recommendations for future research were suggested. The findings of the study were supportive of relevant theories and past literature, which were used as the foundations of the research. [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.]