This study focuses on the development of paraeducators as a resource for student learning. More specifically, the study involved a post hoc analysis of an action research project aimed at improving the instructional skill of paraeducators in the content area of reading. The conceptual framework for the study was grounded in the literature of paraeducators, professional development, and self-efficacy. The findings provided the following as implications for practice: (a) identification, by all staff members, of the common purpose of the school and identification, by the leader, of a single content area for professional development; (b) focused professional development across job/role classifications; and (c) specific strategies for paraeducators to engage in efficacious vicarious and mastery experiences that will allow opportunities for feedback based on personal and professional skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]