SPED teachers experienced gaps in behavioral intervention practices for learners with disabilities. Guided by the Concerns-Based Adoption Model, we explored how SPED teachers perceived and experienced these gaps in private schools in Davao City. Using a qualitative descriptive design, we selected SPED teachers through purposive sampling. We gathered data through in-depth interviews and analyzed the responses using thematic analysis. The findings showed that SPED teachers understood behavioral intervention as learner-centered and individualized, but they also faced personal concerns, classroom management difficulties, limited support, weak home follow-through, and challenges in collaboration. The study also showed that consistent intervention helped improve learner behavior, while better resources, training, and collaboration were still needed. School heads may strengthen teacher support through regular training and clearer collaboration with families. Future studies may include other stakeholders or use quantitative and mixed-method designs to examine these gaps further.