Many special education teacher preparation programs overlook behavior-based instruction, leaving teachers ill-prepared for students with challenging behaviors. This qualitative study interviewed special education teachers to explore their experiences acquiring behavioral knowledge and managing challenging behaviors. Results highlighted the necessity for targeted preparation and continuous professional development, reliance on peer support, utilization of proactive behavioral interventions, and specific advice for future educators. The implications for practice underscore the importance of enhancing teacher education in behavior management while suggesting avenues for further research to address this critical need in special education training.