Managing a caseload of students with Individualized Education Programs (IEPs) is a demanding working condition for special education teachers (SETs). Large and unmanageable caseloads are important because of the connections to the instability of the SET workforce, including the longstanding SET shortage. Researchers have recommended hiring more SETs to reduce caseload sizes, yet the SET shortage makes this recommendation difficult. The purpose of this mixed methods explanatory design study was to examine the lived experiences of SETs who have large caseloads and perceive their workloads to be manageable. In the quantitative phase of the study, 119 Oregon resource SETs completed a survey with workload manageability items and demographics items, including questions about caseloads. Through a two-way ANOVA analysis, the results indicated that while there was no significant difference in perceived workload manageability among SETs with small or large caseloads, there was a significant difference among those with one to six or seven or more disabilities on their caseloads. In the qualitative phase, seven participants from the quantitative phase with larger caseloads than the mean and higher perceived workload manageability than the mean were interviewed. The interviews highlighted the themes of organization and support structures with the sub-themes of strategies, scheduling, administrative support, collegial support, and support staff. The quantitative results have implications for the field about the manageability of caseloads, and the qualitative results provide suggestions for school districts on low or no-cost methods to support SETs in managing their caseloads
