This study explored the lived experiences of Filipino Special Education (SPED) teachers in the United States, focusing on their professional, cultural, and personal transitions. Employing a narrative phenomenological approach, the research engaged ten Filipino SPED teachers with at least one year of teaching experience in various U.S. states. Data were collected through semi-structured interviews and analyzed thematically to identify patterns in adaptation strategies, instructional practices, cultural integration, and identity negotiation. Findings revealed that participants navigated multi-dimensional transitions, balancing professional expectations with cultural authenticity. Key themes included professional adaptation and flexibility, culturally responsive instructional practices, integration of Filipino values, engagement with American educational norms, and resilience amidst challenges such as stress, burnout, and systemic barriers. The study highlighted the importance of peer mentoring, institutional support, and reflective practice in successful adaptation. Based on these findings, a Professional Development Program is proposed to support internationally recruited Filipino SPED teachers, emphasizing cultural competence, pedagogical flexibility, and holistic professional growth. The study contributes to understanding the transnational experiences of educators and informs strategies for enhancing teacher preparedness and efficacy in cross-cultural contexts.