Student disengagement remains a significant and widespread challenge within inclusive educational settings. The influence of teacher emotional intelligence, burnout, and learning environment perceptions on teacher-reported student engagement was examined. Utilizing a quantitative correlational research design, data from 150 special education teachers selected through non-probability convenience sampling were analyzed using Pearson correlation and multiple regression analysis. The findings revealed that while individual teacher traits do not significantly influence student engagement, the learning environment exerts a strong, significant positive influence on engagement levels. Future research may explore how specific elements of the learning environment interact with teacher characteristics; while educational leaders may focus on cultivating supportive classroom environments to naturally boost student engagement.