Teachers play a significant role in fulfilling the objectives of inclusive education where every child, including children with special needs (CWSN) are admitted to regular school. In the present study, which is confined to special education teachers of Delhi government schools, the researcher made an attempt to have an insight into their autonomy at the workplace. For this qualitative study, the researcher took a sample of 32 special educators who were rendering their services in various government schools of Delhi. In order to collect data from the research participants, the researcher framed a questionnaire as well as a semi-structured interview. Major findings of the study revealed that special educators, who were recruited to deal with CWSN, were frequently assigned by school principals to teach normal students in classrooms due to a shortage of general classroom teachers. Under the present educational system, the participants reported that they did not have the autonomy to stick to their primary roles and responsibilities (i.e., working with CWSN for their mainstreaming). Moreover, they were found to be laden with non-academic works. The study recommended that school administration/government authority must pay immediate attention to this and make an environment where special education teachers could exercise their autonomy for the betterment of CWSN, the marginalized section of society.