This qualitative study uses the traditions of interpretive phenomenological analysis to identify the effective instructional practices of educators that address the social, emotional and academic achievement of students with emotional and behavioral disorders (EBD). The guiding question that fuels the study is: What are the perceived effective instructional practices of special education teachers who teach EBD students through the lens of the expertise theory? This study uses K. Anders Ericsson's expertise theory to develop semi-structured interviews that inquire into the deliberate practices of special education teachers who teach students with EBD. The participants in the study are highly qualified special education teachers who have taught this population for seven years or more. The goal of this study is to identify themes and effective evidenced-based practices of veteran teachers to inform all stakeholders in the field of special and general education; to utilize the data gleaned from this study to create an effective training program; and to break the behavior code of challenging behaviors so that teachers can read and respond more effectively to disruptive students. Data was analyzed utilizing inquiry based on an ontological foundation with interest in the lived experiences of the participants, a four-methods coding cycle consisting of: attribute coding, emotion coding, value coding, and narrative coding. The findings highlighted the robust and rich experiences of the eleven special education teachers who educate students with EBD by inquiring into their lived experiences as special education teachers, educators of teacher candidates and teacher mentors of novice teachers of EBD students in urban classroom settings. Deliberate practice such as feedback and collaboration; and evidence-based practices such as social skills, explicit instruction, and behavior management strategies when used together can become powerful tools for improving student outcomes. [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.]