Teachers (SPETs) by exploring respondents' profiles, training impact, challenges, solutions, and proposed interventions. SPETs from both public and private schools, with a minimum of 3 years of service, were examined using a researcher-made questionnaire and interviews. Descriptive Statistics and Thematic Coding were employed for quantitative and qualitative data analysis, respectively. The study encompassed 13 female Special Education Teachers in Camarines Norte, revealing a diverse profile across age, marital status, education, and teaching experience. Training attendance was highest in Special Needs Education, significantly impacting teaching proficiency. Despite challenges like alignment issues, budget constraints, and communication challenges, respondents addressed them through personal investment, skills enhancement, parental collaboration, strategic budget allocation, and seeking external support. The proposed strategy involves a Division-wide Seminar Training Workshop focused on handling students with Autism Spectrum Disorder (ASD) and ADHD. Furthermore, the study recommends that tailored interventions may be included for Special Education Teachers (SPETs) to support their diverse needs, with specialized capacity development for SPED classes. Targeted ntraining programs for handling autistic and ADHD learners may also be realized to address identified challenges. Advocacy for improved funding aligned with DepEd Order No. 042, s.2021, and exploring innovative training approaches, like mobile app-based training for ASD, can also be conducted to enhance SPETs' capabilities. A swift implementation of a budget-prioritized Division-wide Seminar Training Workshop for SPETs, emphasizing inclusive education and external partnerships, may be applied for continuous development and effective education in Camarines Norte.