The purpose of this study was to investigate the employment profile of special needs educationrngraduates in Bahirdar Town, Amhara Region. The study employed a mixed methods approach. Thernpopulation of the study ware 30 special needs education graduates; In view of that, the researcherrntook all the available population as a sample of the study for questionnaires; from those graduates 5rnspecial needs education graduates were selected for interview by purposive sampling technique; 6rnorganization managers and 4 special needs supervisors for interview selected by purposive samplingrntechnique. The findings revealed that most of special needs education graduates are placed inrnschools (36.7%), university (13.3%), NGOs (13.3%), education offices (16.7%) and other sectorsrn(20%). Nevertheless, the majority are not interested in their job placement because their work is notrnrelated with their field of study. The roles of special needs education graduates are Braille teacherrn(6.7%), sign language interpreter (13.3%), special needs education instructor (13.3%), itinerantrnteacher (10.0%), child labor (3.3%), teacher for children with intellectual disability (16.7%) and thernremaining (33.3%) have other unrelated roles. Hence this study shows that the majority of specialrnneeds education graduates are not assigned in the appropriate place. Although there are variousrnkinds of organizations in Bahirdar town with different predisposition which are involved in helpingrnout people with special needs, they do not employ special needs education graduates. Special needsrneducation graduates also face difficulties related to job searching, job placements and lack of jobrnopportunities. These problems can be solved by creating awareness on the employers about the field,rnavoiding placement of other graduates in a place where special need graduates deserved andrndeveloping a complete job description of the field. To assign special needs education graduates in thernright position, the ministry of education should set clear job descriptions and address it forrnemployers like educational sectors, NGOs, special need centers, inclusive schools and nonrneducational sectors