Research connecting the learning needs of emotionally disturbed (ED), existing effective practices, teacher training, and teacher perceptions of their own ability to teach students with ED is scarce. The purpose of this study was to address this scarcity through a focus on teacher perceived self-efficacy, teacher outcome expectancy, and teacher preparedness to use effective practices emerging from the exploration of program implementation on teacher self-efficacy as it relates to expected outcomes for students with ED. Mixed Methods methodology analysis were utilized to investigate teacher preparedness to use effective practices, along with the job-related factors, administrator support, job agreement and teacher training as predictors of (1) teacher perceived self-efficacy, and (2) teacher perceived outcome expectancy teaching students with ED. Study findings based on 14 teacher and paraprofessional participants, 6 campus administrators, and the Special Education Director revealed a discrepancy between teacher reported effective practices to teach students with ED and the practices identified as effective from the research, indicating a potential research to practice gap. Results of the analyses identified the variables of teacher preparedness to use effective practices, teacher years of experience, and administrator support as predictors of self-efficacy; and the variables of teacher preparedness to use effective practices, and administrator support as predictors of outcome expectancy. Findings provide a potential roadmap for helping teachers become more self-efficacious in teaching students with ED through professional development in effective practices and through provision of ongoing support from administrators. [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.]