The purpose of this study was to explore the experiences of teachers who have the dual role of parent and teacher of children with disabilities. Data were collected in a qualitative methodology through semi-structured interviews with participants about their experiences. Questions focused on how teachers 1) experienced their roles, 2) addressed role conflict, 3) experienced communication with parents of children with disabilities and their colleagues, and 4) their thoughts and experiences regarding their pedagogy. Two broad themes emerged: 1) things parents of students with disabilities need to know about special education teachers and 2) things special education teachers need to know about the parents of their students. Sub-themes were also identified. Suggestions for teacher professional development are offered.