本研究旨在探討優秀特殊教育教師之教師角色與教育信念的內涵，應用質性取向之個案研究法，個別面對面訪談5位資深而優秀之特教教師，以瞭解其在任教期間對身為教師角色之定位及秉持的教育信念等觀點。結果如下：一、優秀特教教師定位自己是認真付出的教學者、諮詢者、整合者與支持者。二、優秀特教教師皆以正向與積極的態度面對工作，謙虛地自我認定為學習者。三、優秀特教教師與學生站在平等且互惠角度，肯定及相信人人皆有生存價值。四、優秀特教教師深信特教的最終目標在於實施融合教育，即以學生個別需求為前提，提供最佳的學習環境與適性教育，協助學生順利融入社會。最後，依據研究結果分別對特教系師培生、現職特教教師及未來研究方向提出相關建議。

The case study was designed to investigate teachers, roles and educational beliefs by interviewing five excellent special education teachers. First of all, the result indicated that teachers acted appropriately in their teaching, consulting and successfully integrated their roles. Secondly, they were active, optimistic and earnest in performing their jobs and behaved in a humbled fashion. Thirdly, teachers emphasized the importance of inclusion and affirmed the living values of special students. By utilizing human and community resources, teachers provided the best learning opportunities and environment to assist students make the proper assimilation. Finally, according to the above results, suggestions were given to pre-service teachers, in-service teachers and future research directions.