The purpose of this narrative inquiry was to gain a deep understanding of the lived experiences of four special education technology integrators from personal, cultural, and institutional perspectives. Two semi-structured, recorded interviews were conducted with each participant, followed by a focus group with all participants. Data analysis included continuous memoing, coding, cross coding, raw data triangulation, investigator triangulation, and member checking as a means of deeply understanding participant experience within the larger educational system. Study findings can be used to inform educational stakeholders and policy makers of the challenges found within special education, the unique benefits that special educators bring to the system, and how through collaboration, we might initiate systemic change in support of special education teachers.