The authors used teacher data from the Study of Personnel Needs in Special Education to compare the district and school supports, work manageability, professional development, and induction of early career special educators in high- and low-poverty districts. Teachers in high-poverty districts reported less desirable work conditions than their counterparts in more affluent districts. When compared to teachers in low-poverty districts, those in less affluent districts viewed their principals and colleagues as less supportive, perceived less involvement in school decisions, reported having fewer materials, and indicated higher and more diverse caseloads. By contrast, the two teacher groups reported similar professional development and induction opportunities. (Contains 5 tables and 1 figure.)