This study observed the impact of leadership practices on special education teacher self-care, through the perspective of special education teachers. Special education teachers were specifically defined based upon their employment responsibilities as Emotional Behavior Disturbance or Autistic Support educators, years of employment and demographics in terms of place of employment. As the field of special education faces alarming rates of retention and attrition, the purpose of this study was to better understand influential leadership practices on emotional regulation of special education teachers. Research found there is a direct connection between special education teachers' lack of interest in the special education field and high levels of stress in the workplace. Prolonged stress leads to occupational burnout and job dissatisfaction. Job dissatisfaction impacts professional performance, directly affecting student achievement. Knowing these findings, how can educational leaders impact special education teacher self-care, in an effort to minimize occupational stress and exhibit occupational satisfaction? Throughout the study, I followed a qualitative interpretation of special education teacher perspectives on the impact of leadership practices on special education teacher self-care. I held 60-70 minute, semi-structured interviews with 10 special education teachers. Using in-vivo and pattern coding, I identified three themes based upon participant responses: educational leader, community development, and teacher empowerment. Propositions and implications for practice and theory are included. [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.]