This study aims to examine teachers' expectations regarding the family's contribution to education process in special education. This study was conducted with a qualitative research design. Accordingly, the study group consisted of 23 teachers (15 females, 8 male) working in totally 7 schools in the Karamürsel district of Kocaeli province in Türkiye. A semi-structured interview form was used as a data collection tool in the study. Content analysis was used to analyze the qualitative data collected through semi-structured interviews. The findings of the study were gathered under 4 main themes within the framework of the research questions. These themes were defined as; (1) expectations regarding what needs to be done in special education courses, (2) expectations regarding what needs to be done in school, (3) expectations regarding what needs to be done outside school, (4) expectations regarding what needs to be done for students receiving special education in rehabilitation centers. When the findings are evaluated in general, it was seen that teachers had expectations especially in terms of parent-teacher cooperation, and parents supporting both their children and teachers inside and outside the school by considering the physical and mental conditions of the students.