The purpose of this quantitative correlational-predictive study was to assess personal resilience and self-efficacy as predictors of well-being among EC-12 special education teachers in the Southwest Region of the United States. The theoretical framework for this study included the PERMA theory of wellbeing, the self-efficacy theory, and the theory of teacher resilience. The research questions asked to what extent self-efficacy and personal resilience considered collectively and individually predict well-being among EC-12 special education teachers. A convenience sample of 118 EC-12 special education teachers completed a survey that included the PERMA Profiler, the Teacher Sense of Self-Efficacy Scale, and the Connor-Davidson Resilience Scale. The results of a standard multiple linear regression analysis indicated that resilience and self-efficacy in student engagement, in instructional strategies, and in classroom management, considered collectively, significantly, and positively predict well-being among EC-12 special education teachers in the Southwest Region of the United States: R2 = 0.578, F(4, 113) = 38.683, p < 0.001. When considered individually, two out of the four predictors significantly and positively predicted well-being: resilience ([beta] = 0.503, t = 6.275, p < 0.001) and self-efficacy in student engagement ([beta] = 0.266, t = 3.288, p = 0.001). These findings showed the relevance of resilience and self-efficacy in general to EC-12 special education teachers' well-being (a known factor of retention) and highlighted the importance of professional development for resilience and self-efficacy in student engagement as individually significant predictors of well-being. [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.]