This research examines perceptions of special education teachers toward mathematics as related to self as student and teacher throughout a semester-long mathematics methods course. Eighteen alternate-entrant special education teachers provided data in the form of mathematics autobiographical essays and classroom drawings. Autobiographical essays were collected at the beginning of the course along with drawings and descriptions of a memorable classroom. Drawings and descriptions of participants' ideal classrooms were collected at the end of the course. Data were analyzed at each point and then compared across time. Findings reveal a dissonance between participants' written descriptions and illustrations related to the teaching of mathematics, displaying the lasting power of individual learning experiences. Suggestions for future research are provided.