This study examined special education teachers' knowledge and use of: brain-based teaching strategies, Common Core State Standards, formative feedback, and instructional efficacy for diverse students. The study identified the differences amongst special education teachers' responses on the dimensions of brain-based teaching strategies, Common Core State Standards, formative feedback, and instructional efficacy. Furthermore, the study examined the teachers' responses to determine if there was a relationship between the students' 2012 proficiency scores received from New York State Department of Education on their ELA and/or Math state exams based on the influence of the above mentioned dimensions. The results of this study revealed four major findings: the overall knowledge of brain-based teaching strategies by special education teachers; the lack of preparation that special education teachers received on the implementation of the Common Core State Standards; the degree that formative feedback strategies are effectively used in the classroom; and the positive effect instructional efficacy had on the special education classroom. [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.]