Much of the research on special education teachers has focused on compassion fatigue, burnout and secondary traumatic stress. However, few studies have been conducted to understand special education teachers' perspective on both compassion fatigue and compassion satisfaction. Fewer still have utilized photo-elicitation as part of the data collection. This qualitative, phenomenological research aimed to examine the lived experiences of elementary special education teachers and how these experiences influence their professional quality of life and their decision to remain in the profession. Despite the numerous stressors associated with teaching, some teachers find lasting fulfillment and experience compassion satisfaction from their work, while others face significant emotional tolls, resulting in compassion fatigue. The study employed interpretative phenomenological analysis (IPA) to delve into the individual experiences of special education teachers, utilizing interviews and photographs. Anchored in Stamm's (2010) ProQOL a conceptual framework was developed, which highlights the dual aspects of compassion fatigue and compassion satisfaction. This investigation is particularly relevant given the severe national shortage of special education teachers (Dias & DeLancy, 2023; Hester et al., 2020; Otte, 2023; Sutcher et al., 2016; Will, 2022) and the detrimental impact of work-related stress on their job performance and overall quality of life (Ansley et al., 2016; Cancio et al., 2018; Hester et al., 2020).Data were collected from individual interviews and photographs provided by eight participants, who had between six and a half to 45 years of teaching experience. Each participant underwent two interviews and contributed three photographs. The analysis of this data revealed themes associated with compassion fatigue and compassion satisfaction that were organized around the main research question: What are elementary special education teachers' reports on their professional quality of life in relation to their lived experiences of teaching? The research findings are supported by the participants' photographs and direct quotes from each of the participants. Special education teachers constantly navigate a delicate balance between the emotional toll of compassion fatigue and the uplifting aspects of compassion satisfaction, deeply influencing their professional quality of life. The demanding nature of their roles, marked by significant emotional and administrative burdens, requires them to implement coping strategies to mitigate the impact of compassion fatigue. These educators face relentless paperwork, legal obligations, and the emotional weight of handling student traumas, which contribute to a sense of unending responsibility. However, the deep fulfillment derived from meaningful interactions with students and witnessing their progress often offsets these challenges. This complex balancing act, which hinges on the use of coping strategies, frequently blurs the boundaries between their professional and personal lives, profoundly shapes their professional experiences and overall well-being. [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.]