Soft skills are the much sought after skills employers are seeking from their employees. In the workforce there is a significant gap in employment rate between individuals with learning disabilities and their same-aged peers. The problem this study sought to address was that high school students with learning disabilities are graduating from high school lacking the soft skills derived from classroom instruction and authentic application required to enter the workforce. The purpose of this qualitative case study was to investigate the soft skills high school special education teachers perceived as important and their experiences incorporating soft skill instruction to prepare students with learning disabilities to obtain and maintain employment. The conceptual framework used in this study was constructivism and social learning theory. This qualitative, descriptive case study recruited public high school special education teachers with at least 3 years teaching experience, and currently teaching students with learning disabilities. The study sample consisted of eight participants who participated by answering the study questionnaire and a semi-structured interview. Data analysis was organized using the NVivo platform, in which codes were reduced to categories and emergent themes were identified. Themes include, chaos, inconsistent definition of successful lessons, daily complaints not soft skill challenges, and creating a robust curriculum. The findings of the study suggest that high school special education teachers teaching students with learning disabilities do not comprehend soft skills and their relevance to employment or know how to provide successful soft skill lessons and need a curriculum to mandate and demonstrate how to teach soft skills. Collaboration with employers, professional development, and mandated soft skill instruction are practices that could negate the aforementioned implications. Future research is needed to determine if changes in study population, study design, or type of high school would contribute different results. [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.]