Teachers in today's society are having increasing difficulties with Individualized Education Program (IEP) implementation because teachers struggle with assessing data, designing instruction to fit individual needs, providing accommodations, and working as a team with a general education teacher in a co-teaching environment (Cawthon, 2009; Kosko & Williams, 2009). There are currently 13 categories that IDEA uses to classify students with disabilities. More than 6.7 million students in today's classrooms have been identified as having at least one of the 13 disabilities. More than ever, with a large number of students with disabilities in the regular classroom environment, teachers need to understand the special education system and the laws that guide it (O'Connor, Yasik & Horner, 2016). The central question for the study is: What are CUSD 75 special education teachers' experiences with the IEP process? Sub questions are: How do special education teachers feel about their ability to provide services to special education students? What challenges do special education teachers report facing with implementing IEPs? How prepared do they feel for their work in special education, in terms of teaching in general and in terms of implementing IEP's? What were special education teachers' experiences with exposure to designing and implementing IEP's' in their preservice training? What has been their experiences with exposure to designing in and implementing IEP's in in-service training? What areas of special education do teachers perceive they need additional training in? [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.]