Being a special education teacher is often more complex than many people realize. While studying to become a special education teacher, I frequently heard individuals outside the education field claim that it would be easy because I would have fun and play games. However, after completing my undergraduate degree, I quickly understood that the role of a special education teacher is far from simple. My academic training provided me with knowledge of legal and educational laws and how to teach them, but it did not equip me for the personal aspects of implementing these laws. One often overlooked responsibility is that each student requires an Individualized Education Plan (IEP). These plans are not merely documents but tailored specifically for each student to ensure their success throughout the year. The IEP includes the student's strengths, needs, actual academic performance levels, motor skills, social-emotional status, speech, and independent functioning. Additionally, it outlines specific goals in subjects such as math, English, and writing, along with accommodations for assessments. The plan also addresses the student's future, which the school and educational team must ensure is actively supported and followed. My role as a special education teacher extends beyond simply following a curriculum and checking for understanding. I am here to teach my students both educational and life skills. Working at a low-income school has taught me to be even more patient than I already was. For instance, I taught self-contained classes for 9th to 12th graders, and I had 13 students in my classroom with varying abilities. Some students knew the alphabet, while others did not. Initially, I was unprepared to realize that some high school students had never learned their letters or phonetic sounds. Many of my students had never been grocery shopping, cooked a simple recipe, or even washed dishes. I understood that they needed these fundamental skills to thrive in the "real world" after graduation, and I was responsible for ensuring they left high school with a solid foundation. Working with these students made me recognize that I am not just their teacher but also their friend, social worker, and much more. My focus went beyond just teaching the curriculum; I adhered to Maslow's hierarchy of needs. I prioritized ensuring that my students had their basic needs met, and if they didn't, I sought out resources to help. I took the time to get to know them personally so they would feel safe and have a sense of belonging in my classroom. Once that foundation was established, I concentrated on their strengths, leveraging them to address their areas for improvement. This approach helped demonstrate to my students that they could accomplish many things, even when faced with challenges. I encouraged them to believe that they could achieve their goals with effort and perseverance. A quote by Professor Harold Bloom—"I have learned that the purpose of teaching is to bring the student to his or her sense of their presence"—made me realize that sometimes teachers focus too much on what students cannot do, overlooking the strengths that can help them improve in other areas. When students see their progress for themselves, it motivates them even further to continue striving for success. As a special education teacher, I am committed to continuously improving my teaching methods. I am currently pursuing a Master's degree in Bilingual Literacy Education, which will enhance my ability to connect with my students whose first language is not English.