Teacher training, receptiveness, and effectiveness are critical components in ensuring high-qualityinclusive education for learners with special needs. Special Education (SnEd) teachers playapivotalrole in implementing individualized learning strategies, fostering engagement, andcreatingsupportive classroom environments. However, challenges such as gaps in professional development,difficulties in adapting new methodologies, and the complexities of instructional effectivenessremain prevalent. This study examines the relationships between teachers’ training, teachingreceptiveness, and teaching effectiveness among SnEd teachers in Davao City, Philippines. Usingadescriptive-correlational research design, the study explores teacher training in terms of instructionalstrategies, student behavior management, classroom adaptation, assistive technologies, andattitudestoward inclusive education. Teaching receptiveness is analyzed through openness to student diversity,peer collaboration, administrative support, and ongoing professional development, whileteachingeffectiveness is evaluated across relational competence, subject matter expertise, instructionaladaptability, and classroom management. The findings indicate that while training and opennesstonew teaching strategies contribute to the professional growth of SnEd teachers, challengesinimplementation and adaptation can temporarily affect their effectiveness. Addressing theseconcernsrequires the development of specialized training programs, mentorship opportunities, andinstitutional support frameworks that empower educators to integrate newmethodologieswhilemaintaining high-quality teaching practices. Strengthening collaborative learning environmentsandrefining training approaches will enhance the long-term effectiveness of SnEd teachers, ultimatelyleading to improved educational outcomes for learners with special needs.