Special education teachers have the unique expectation of being qualified to provide instruction and supports to students with disabilities in the educational setting. This phenomenological study set out to determine the degree of knowledge special education teachers have in regards to 40% of the special needs student population: those students with specific learning disabilities (SLD). Also of interest in the current study was an examination of how knowledge was acquired and how it impacts teachers' self-efficacy. The results indicate that only 7% of the special education teacher population surveyed are proficient in their ability to name processing disorders associated with SLD. Furthermore, over 60% of special education teachers reported that they do not attend professional development/trainings, while only 56-66% of teachers indicated that their credentialing program offered a class or classes specifically designed around SLDs. The current research identified that of 23 special education teacher credentialing programs located within four Southern California counties, only two programs had courses with descriptions specifically addressing learning-disabled students. [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.]