The problem addressed in this study was that few special educators have strategies to cope with the stressors of teaching, building self-efficacy, and managing classroom behavior. Special educators who work with students who have disabilities have unique needs when it comes to behavior management, building classroom community, and increasing students' use of self-regulation strategies. Due to this, special educators often exhibit low self-efficacy that leads to ineffectual teaching practices. The purpose of this qualitative case study was to investigate the relationship between using mindfulness techniques and the impact on a special educators' self-efficacy, awareness, motivation, and teaching practices. The perspectives of special educators who use a form of mindfulness in the personal and professional settings were examined. The educators who participated all work with students with disabilities in schools around the United States. Thirteen special educators filled out a questionnaire and journal (n=4) about their experiences with the use of mindfulness and the results observed towards their teaching practice, classroom environment, and student behavior. In addition, two administrators completed a questionnaire about their perspectives towards the effects of mindfulness on the classroom management, instruction, and teacher self-efficacy. Through the questions, a specific focus was placed on the use of mindfulness and if the special educators perceived that mindfulness had resulted in an increase in empathy, motivation, self-efficacy, and compassion towards the students and themselves. By analyzing the data, it was found that all of the participants viewed their interaction with a personal and classroom mindful practice to be the reason for the students' making academic, social, and emotional gains. Special educators reported that they were able to cope with the feelings of burn-out, and thus, focus on the needs of the students and the classroom environment. Potential impacts for the results from this study include training special educators to have a personal mindfulness practice, in which the benefits can meet the needs of the educator as well as the students. [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.]