The purpose of this study was to examine the occupational socialization experiences of Chilean physical education (PE) teachers and the meanings they ascribed to their experiences in special school settings. An interpretative phenomenological analysis research design was adopted, and nine Chilean PE teachers (three women and six men; aged 29–50) participated. In-depth semi-structured online interviews and interviewer's reflective notes were utilized as methods of data collection. Based on data analysis, the experiential themes constructed were: (a) status and identity in PE, (b) professional identity development, and (c) navigating the professional landscape of special education. These themes highlight how Chilean physical educators in special schools are socialized into the profession as well as the meanings ascribed to those experiences. Professional and organizational experiences emphasized unique findings compared to those in the international literature.
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