Although recent trends in educational research have addressed the plight of lesbian, gay, bisexual, and transgender (LGBT) students, a dearth of literature exists about the subpopulation of LGBT youth with disabilities, namely those with verified emotional-behavior disorders (EBDs). Discussions throughout what literature does exist, and as recapped in this article, point to a connection between EBD and LGBT identity for which special education teachers should account when addressing the well-being of youth with both of these identities. In the present multiple case phenomenological study, nine special education teachers provided their perceptions about the well-being of LGBT youth with EBDs, a discussion that has otherwise not appeared in the literature. Findings revealed that these teachers had little to no professional development relative to the topic, but had insights informing their approaches with these students. Furthermore, they reported their assumptions that LGBT students consider their special education identity to be more of a stigma than their LGBT identity. Implications about these results are provided and followed with suggestions for future research.