The purpose of this study is to identify the difficulties that special education teachers encounter by searching for secondary special education teachers’ experiences regarding infringements on their rights due to physical violence from students in special schools. Individual in-depth interviews were conducted with 10 secondary special education teachers who experienced an infringement of their rights due to physical violence from special school students within the past three years; the collected data were analyzed using the grounded theory approach (Strauss & Corbin, 1998). As a result of this analysis, 76 concepts, 33 subcategories, and 14 categories were derived, and the central phenomenon was derived as ‘impasse.’ The core category of this study was derived as ‘being at a loss and impasse due to psychological difficulties.’ Secondary special teachers working in special schools experienced infringement of teachers’ rights due to physical violence from students and were found to go through the processes of ‘being at a loss,’ ‘struggle,’ ‘impasse,’ and ‘hold out.’ Based on this, the difficulties and support plans of secondary special education teachers who experienced the aforementioned issues were discussed, and suggestions for follow-up research were presented.