This study was to analyze conflicts factors of special education teachers, the levels of conflict perceptions according to gender, ages, teacher careers and school establishment types, and main variable influenced on conflict. Research tool with reference to the previous studies was developed directly for 64 questions by the researcher. By preliminary review content validity of the question was implemented and developed 30 questions as research tool. Using these tools, 174 teachers at five special schools in Kwangju City were surveyed. Data processing was as follows: First, exploratory factor analysis was implemented to extract conflict factors, identifying conflict structure of special education teachers. Second, t-test or F-test was implemented to find out the differences in the levels of conflict perception according to demographic variables. Lastly multiple regression analysis was implemented to identify the impact on the level of conflict perception. The Finding of this study was as follows: First, Special education teachers\' conflicts were composed of six factors, \'school administration\', \'parent role expectations\', \'school culture\', \'relationship with colleagues\', \'limited resources\' and \'communication\'. Second, female teachers than male teachers had higher levels of conflict perception, the lower the age of teacher the higher the level of conflict perception, the more teachers experience career a lower level of conflict perception, and public special school teachers than private special school teachers had higher levels of conflict perception. Lastly, the findings of multipul regression analysis, entering gender, age, teaching career and establishment type are as follows. Establishment type and age were the largest impact on the conflict. These results are expected to increase in the future a special school teachers understand the issues of the conflict and to establish a plan of action will be utilized. Furthermore, considering to variables related to age and establishment type, the special education teachers in 20\'s or 30\'s, public special school need to receive specific additional education and training systems. This study was to identify the level of conflict perception, conflict factors and conflict structure, not attempted by previous studies on conflict of special school teachers and to provide researchers understanding and insight about conflicts of special education teachers.