The purpose of this study was to investigate types of images of contracted special education teachers perceived by special education teachers and to analyze each type’s characteristic. Around 300 Q-samples were extracted by conducting semi-structured interview of 12 special education teachers and analyzing previous research about contracted teaches. 40 Q-classifications were selected after testing validities of questions and contents from the Q-samples. Selected Q-classifications were carried out on the image of contracted special education teachers from 30 special education teachers who were objects of this study. The results shows that images of contracted special education teachers perceived by special education teachers were classified as 4 types. The first type was “Student-centered practitioners with responsibility”, second “Assistant with unclear work limitations”, third “Theorists with difficulty in relationships”, and fourth “Good but passive and immature newcomer.” Type 1 contracted special education teachers are considered as they care their students the most, and do their best at work. Type 2 teachers are considered unclear in their limits of work due to unfair divisions of work, and also show the perceptions of their social status is lower than special education teachers’. Type 3 teachers are less likely show their emotions, believed as having hard time in building relationship, but generally have plenty of theoretical knowledge. Type 4 teachers are considered as less likely express their own opinion, and lack of the skills needed as a teacher, but they are kind. Therefore, it suggests that practical proposals. such as policy ideas and school life adjustment program for contracted special teachers, are needed.