This quantitative correlational predictive study aimed to determine if and to what extent the factors of resiliency and effectiveness significantly predicted retention based on commitment of veteran special education teachers from public school districts in the Southeastern United States. The theoretical framework of teacher resilience defined and supported a relationship between variables and further research. A total of 268 participants replied to the online survey; 59 surveys provided usable data for the study. Multiple regression analysis calculated that the overall model was only 1.5% accountable for variance in teacher retention (R2 = 0.015). In addition, the results revealed a p > 0.05 (p = 0.664) with an F(2, 56) = 0.413, suggesting that collectively, the variables were not statistically significant to retention based on commitment. Using the t and p values generated from the analysis, resiliency had a t value of 0.888, p = 0.379, therefore, not statistically significant. Likewise using the t and p values generated from the analysis, effectiveness had a t value of -0.435, p 0.655, which revealed that effectiveness was non-statistically significant. The data posited by this study revealed that a teacher's resilience and effectiveness do not influence the retention based on their commitment for this veteran special education teacher population in public school in Southeastern, United States. [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.]