The purpose of this qualitative study was to understand how beliefs about disability, race, and culture influence the retention of special education teachers in an urban school district. Using a multiple case study methodology, five special education teachers currently working in an urban school district were selected to participate in a series of interviews, and to compose bi-weekly journal reflections on their beliefs and rationales for continuing to teach in an urban district. Transcriptions of data were coded and analyzed for descriptions which highlighted individual and intersectional beliefs about disability, race, and culture, and ways in which they reflected rationales for continuing to teach special education in an urban district. Implications for teacher education programs, systems of teacher support, and professional development are discussed.