The teaching profession is inherently demanding, and for Special Education (SPED) teachers, the challenges are often intensified due to the unique needs of their students. This study aimed to assess the level of stress, coping strategies, and job satisfaction among SPED teachers at Paaralang Pag-ibig at Pag-asa Integrated School in San Pablo City, Laguna. Using a descriptive-correlational research design, the study sought to identify the relationships between these three variables and understand how stress and coping mechanisms impact overall job satisfaction. Data was collected through validated survey instruments and analyzed using statistical tools including Weighted Mean and Pearson product-moment correlation. Findings revealed that the majority of SPED teachers experienced moderate to high levels of stress (mean = 3.76), primarily due to workload and emotional demands. Coping strategies most frequently used included problem-focused and emotion-focused methods (mean = 4.02), with strong support networks playing a key role in resilience. Job satisfaction levels were moderate (mean = 3.58), with personal fulfillment and student progress as motivating factors. Significant negative correlations were found between stress and job satisfaction (r = -0.63, p < 0.01), while coping strategies were positively correlated with job satisfaction (r = 0.59, p < 0.01). Recommendations emphasize institutional support and mental wellness programs for SPED teachers.