This qualitative study explored the teaching behaviors of special education (SPED) teachers through the lens of Albert Banduras Social Cognitive Theory, focusing on the interaction of personal factors, behavioral patterns, and environmental influences in inclusive education settings. The study identified core themes that reflect the dynamic challenges and motivations inherent in their work using in-depth, semi-structured interviews with four purposively selected SPED teachers. The findings revealed that teachers draw deep fulfillment and motivation from students engagement and growth, highlighting the importance of self-efficacy, emotional resilience, and strong support systems. Key teaching practices included consistent routines, personalized instruction, flexible strategies, and the cultivation of meaningful emotional connections with students. Environmental factors such as administrative support, classroom resources, and inclusive school culture are critical in shaping teaching behavior. These insights emphasized the need for responsive policies and professional development programs tailored to the needs of special education teachers. The study contributes a deeper understanding of the reciprocal relationship between teacher behavior and student development in inclusive educational contexts.