Ample research exists regarding various reasons special education teachers leave the profession, yet little attention is given to factors that promote professional persistence. The current study was used to address the factors that might encourage the persistence of Black special education teachers (BSETs), who face numerous challenges frequently leading to attrition. Three focus groups with BSETs (N = 9) were conducted and grounded theory analytic procedures were used to generate a preliminary grounded theory, "Black Special Education Teacher Persistence in Schools," to explain BSETs' persistence. Participants reported being motivated to change special education systems for students of color with disabilities. Participants described being motivated to change systems based on situational challenges (e.g., poor sense of belonging, bias toward qualifications) distinctively experienced by BSETs. Considerations for future research, educational policy, and practice are discussed.