In recent years, the incorporation of technology into education has transformed teaching methods and learning settings, especially within the domain of special education. The emergence of Special Education (SPED) Smart Schools represents a significant advancement in offering customized assistance and materials to accommodate the varying learning requirements of students. This quantitative study delves into the intricacies of professional happiness among SPED teachers within the context of Smart Schools. Employing a questionnaire survey, data was collected from 600 SPED teachers and analyzed using SPSS software. The result demonstrates that higher levels of technology integration in SPED classrooms within smart schools positively correlate with increased professional happiness among SPED teachers. The findings indicate that increased administrative support in smart SPED schools is found to be positively associated with higher levels of professional happiness among SPED teachers. The findings reveal that adequate access to relevant and ongoing professional development opportunities positively correlates with increased professional happiness among SPED teachers in smart schools. The uniqueness of this research stems from its examination of the particular environment within SPED Smart Schools and its impact on the professional happiness of SPED teachers. Furthermore, the findings reveal that higher levels of Transformational Leadership (TL) behaviors within the administration positively impact the professional happiness of SPED teachers. The findings highlight the crucial role of social and environmental elements in enhancing career satisfaction and professional happiness among special education teachers in smart schools.