This research examined the experiences and self-efficacy of general education beginning teachers within their first three years leading in the classroom. Supported by the work of Bandura (1977, 1997) on teacher self-efficacy and Noddings (2013) on the ethic of care, this qualitative case study implemented semi-structured interviews to gather data on general education beginning teachers' confidence and struggles in meeting the needs of students with emotional and behavioral disorders (EBD). Three areas were explored -- self-efficacy to manage behavior, self-efficacy in collaboration, and self-efficacy in inclusive practices. The theories of teacher self-efficacy and the ethic of care are explained as they connect to the results of the study. The findings showed general education beginning teachers of students with EBD are caregivers in need of specific care and experience including collaborative support, effective behavior management, and evidence-based instructional strategies. Implications for educator preparation providers (EPPs) and school districts include bolstering general education pre-service teachers' knowledge and experience using evidenced-based practices with students with EBD, providing strong mentor relationship opportunities, and including dispositions of self-regulation and reflection in teacher training. [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.]