The purpose of this study was to identify the best motivational tools for recruiting high-quality high school special education teachers; and to identify effective techniques and strategies to facilitate those individuals' experiencing career longevity within the profession. This study also sought to highlight the specific issues that actively undermine the long-term career satisfaction of special educators. To achieve these purposes, a mixed methods research design was used to determine the factors that drive prospective educators to become high school special educators; the considerations that compel those individuals to remain in the profession; and the issues that negatively impact the career satisfaction of those teachers. A survey was used to gather relevant data, and exploratory factor analysis was used to identify the factors which lead prospective educators to become high school special education teachers. Quantitative and qualitative analysis techniques were used to identify the variable which promote high school special education teacher retention, and attrition. Four distinct factors emerged from the factor analysis: "Students/clientele", "societal impact", "professional security", and "personal compatibility". The results of the factor analysis indicate that significant personal characteristics exist among highly-motivated high school special education teachers. University schools of education, as well as school systems, should undertake to identify these characteristics in prospective educators. If such efforts are undertaken early in the process of teacher training, the ability of the American public school system to recruit, and to retain, high quality special educators will be greatly enhanced. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]