There are evident shortages with increased demands for qualified special education teachers (SETs) nationwide (Peyton et al., 2021). Although efforts have been made to reduce SET attrition and increase retention, it is still unknown what job factors influence SETs' intent to stay, transfer, migrate, pursue administrative positions, pursue positions in higher education, or leave education entirely (Mason-Williams et al., 2020; Peyton et al., 2021). A predictive correlational research design was used to perform a correlational analysis among SET job satisfaction and SET intent variables. A logistic regression analysis enhanced this research by providing a model that predicts SETs' specific intentions based on various job satisfaction factors. A multivariant analysis was also utilized to analyze the effects of job satisfaction on SET demographic subgroups. A total of 78 SETs in southeastern Pennsylvania participated in the research study completing a Likert-scaled, closed-ended quantitative survey regarding their job satisfaction in administrative support, job demands, and compensation, and their specific intentions regarding special education. All SET job satisfaction variables showed statistically significant correlations with SETs' intent to stay in the field. Compensation was the only job satisfaction variable with a statistically significant negative correlation with intent to transfer to general education and pursue an administrative position. Job satisfaction with administrative support indicated a statistically significant negative correlation with SETs' intention to leave education entirely. When logistic regression models were completed for SETs' intentions for all job satisfaction predictor variables, compensation was determined to be the only significant predictor variable for three specific outcome variables, including SETs' intent to stay in the field, transfer to general education, and pursue an administrative position. Additionally, there were no significant differences in job satisfaction among the variable groups for grade levels taught, teaching roles, or school district locale. Although Persistent SET shortages continue to compromise standards of a free appropriate public education (FAPE) for students with disabilities, the study's findings provided recommendations to help mitigate SET attrition and help retain special educators to benefit school districts and students in the ever-changing post-pandemic environment and offered suggestions for future research. [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.]