Special education teachers, especially those that teach students with behavioral/emotional challenges, have high attrition rates stemming from stress, job dissatisfaction, and low motivation. The external factors in the school setting and job contribute to special education teachers' attrition and disengagement. A relationship between motivation and satisfaction to job characteristics is explored and applied to special educator's role to determine the optimal job design. Designing the job of the special education teacher for participatory empowerment to address the factors associated with attrition, such as stress, lack of motivation, and low job satisfaction is recommended. This participatory effort requires a commitment from school administrators, professional development initiatives, and special education teachers.