The Commonwealth of Virginia's Joint Legislative Audit Review Commission (JLARC) reviewed the K-12 special education services throughout the state; the findings revealed deficiencies in how Individualized Education Programs (IEPs) are developed. The purpose of this study was to investigate special education teachers' self-efficacy in developing IEPs for students with a Specific Learning Disability (SLD). This study focused on students with SLD, which makes up 34% of the students identified with a disability under the Individuals with Disabilities Education Act (IDEA). Special education teachers' self-efficacy in developing IEPs is significant, as the IEP means providing Free and Appropriate Public Education (FAPE) for students with SLD, ultimately leading to appropriate goals and accommodations to support the students' cognitive deficits that are disclosed in the psychoeducational report. This research sought to answer the following questions: "How are special education teachers prepared to develop IEPs? What support strategies and structures do special education teachers find effective in building their self-efficacy for developing IEPs?" and, "What influences special education teachers' self-efficacy for developing IEPs?" The theoretical framework supporting this research was Albert Bandura's self-efficacy theory. For this study, the qualitative phenomenology methodology was used to study the common meanings shared by participants who develop IEPs for students with SLD. I asked 8 participants 10 interview questions using the semi-structured protocol to get a deeper understanding of the participants' responses. The interview took place via Zoom, where transcriptions were produced and field notes were taken and analyzed using Dedoose. During this research, the findings disclosed that special education teachers learn to develop IEPs through "Master Experiences, Social Persuasion, and Vicarious Experiences." Moreover, participants did not learn how to develop IEPs during their teacher preparatory programs or through structured mentoring programs during their novice years as special education teachers. These findings indicate that colleges and universities develop specific curriculums and courses for developing IEPs, specifically for students with SLD. Another tier of support would be the recommendation that school divisions establish mentoring programs for beginning special education teachers who develop IEPs for students with SLD. The mentors in these programs should consist of veteran special education teachers and school psychologists because of their experience using psychoeducational reports to identify students with SLD. [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.]