This qualitative dissertation employs portraiture methodology to investigate the lived experiences and perceptions of both special education students and teachers within a nonpublic school setting. Grounded in situated learning and constructivist theories, the study acknowledges the contextual construction of knowledge and students' active role in their learning journeys. In-depth interviews and classroom observations serve as the foundation for constructing multidimensional portraits. Student narratives shed light on their experiences within the learning environment, revealing instructional approaches, peer interactions, and the overall school culture. Conversely, teacher perspectives offer valuable insights into pedagogical practices, the challenges and triumphs of fostering student success in a nonpublic setting, and the strategies employed to navigate the unique needs of students with disabilities. Through an in-depth examination of these interwoven narratives, the dissertation strives to achieve a nuanced understanding of the intricate learning ecology that defines non-public special education schools. [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.]