Maintaining an adequate supply of African American teachers in special education continues to be a challenging task for the field of education. Since the minority student population is growing exponentially, especially in urban districts, teachers must look like the population they serve. Black students account for 16% of our public schools, while Black teachers only represent roughly 7% of the teaching workforce (NCES, 2023). In addition to the growing population of minority students, there is also a disproportionate number of Black students in special education. With the disproportionate number of Black students receiving special education services, there is limited engagement with Black special education teachers. Despite the evidence that Black students' academic achievements can be increased when matched with a Black teacher. However, Black teachers have the highest turnover rate and burnout rate, especially those who teach special needs students. Research has noted that special education teachers of color report they experience microaggressions, isolation, and a lack of sense of belonging compared to white teachers (Breen, 2023). For this reason, this qualitative study explored the shortage of Black special education teachers in a public-school setting through their lived experiences. In the efforts to increase their representation in special education classrooms, there is a need to address the reason behind the shortage. Purposive sampling was used to understand the phenomena Black special education teachers encounter while working in a public setting (Creswell, 2021). The prerequisites included self-identification as a Black special education teacher teaching grades K-12. The findings from this study can help address the ongoing concerns about the shortage of Black special education teachers in public schools. The results of this study showed that school districts need to provide more professional development for administrators, mentorships for new teachers, and free resources, and for the local school district to partner with local teacher preparation programs that require more classroom field experiences in special education. It also may help to start a network for Black special education teachers for support, recruiting, and retaining. [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.]