Local education agencies often misidentify ELLs as students with disabilities, given the difficulty distinguishing between language proficiency and learning disability when evaluating causes for minimal academic achievement. This study sought to explore factors of instructional self-efficacy influencing the academic outcomes of Hispanic English language learners (ELLs) and the disproportionality of students with disabilities in a suburban North Georgia elementary school. Awareness of the aspects affecting academic outcomes can ensure ELLs receive effective instruction appropriate for language minority students and increase student achievement, potentially decreasing the representation of Hispanic ELLs in special education. Findings revealed the following themes: Awareness of language and culture on student learning, instructional systems and limitations, and promoting positive academic outcomes. Primary factors influencing teachers' instructional self-efficacy and the academic outcomes of ELLs included teachers' knowledge of language acquisition, collaborative planning and instruction, and professional development. The data collected within these themes suggested the linguistic needs of ELLs have not been met, as indicated by students' limited progress and teachers communicating an absence of a whole-team approach to maximize instruction and a desire for increased professional learning. [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.]