Full implementation of special schools converted into special school resource centres in South Africa need to be finalised by 2021, as specified in the Education White Paper 6. The purpose of special school resource centres is firstly to provide necessary resources for the education and training of learners experiencing serious barriers to learning, and secondly to provide, together with the district-based support teams, guidance and support to full-service schools and main stream schools. Despite these expectations and goals, many special schools are not fully strengthened and functional yet. Role-players involved at special school resource centres often feel unequipped to successfully manage their centres in the absence of human resources, knowledge and infrastructure. Against this background, the purpose of this study was to gain an in-depth understanding on how the asset-based approach could be utilised in supporting (or not) the more efficient functioning of a rural resource-constrained special school resource centre in the North West province, South Africa. The asset-based approach and bio-ecological model was used as conceptual framework for the study. Qualitative research was elected as methodological paradigm and an instrumental case study as research design. Interpretivism was selected as meta-theory. One rural resource-constrained special school resource centre was selected through convenience sampling, and eight participants were purposefully selected. Data was collected with individual semi-structured interviews, a focus group discussion, and observation; and documented in audio recorded verbatim transcripts, photographs, field notes and a research journal. Following thematic data analysis, three main themes emerged: identified assets and resources at the resource-constrained special school resource centre (natural assets and resources, human resources, physical resources, and resources for gardening); challenges at the resource-constrained special school resource centre (limited physical space, challenges related to the use of technology, additional responsibilities and related time constraints, and participants? location in relation to the special school resource centre); ways in which mobilised assets and resources supported the functioning of the resource-constrained special school resource centre (financial support for the special school resource centre, supporting the National School Nutrition Programme, strengthening partnerships that could support the functioning of the special school resource centre, skills development as outcome of the two asset-based projects, and intra and interpersonal qualities as a result of implementing the asset-based approach). It was therefore found that the implementation of the asset-based approach is one way to support the functioning of a resource-constrained special school resource centre.