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This article focuses on teachers involved with students with special educational needs. Formed in 1996, as part of a plan to tackle violence in schools, these programs are part of a “partial segregation” model aimed at bringing together students faced with social and academic difficulties into specific curricula. Although these programs segregate students who have been taken out of standard classrooms, they also create a specific professional environment where teachers are relatively free from the standard prescriptions that structure regular secondary education. Such programs give teachers access to new functions, new tasks, high levels of responsibility, and specific roles in the institution. As they practice outside the standard school curriculum, these teachers seem neither marginalized nor particularly dominated within their professional environment. Rather, this study shows that they use their roles in these specialized programs as an opportunity to adapt their professional activity through the perspectives and dispositions built along the way.