The purpose of this qualitative exploratory multiple case study was to investigate the barriers that teachers encounter when attempting to increase the self-regulating skills of students with disabilities. NVivo assisted in sorting interview questions into nodes that resulted in seven primary and minor themes for teacher perceptions of barriers to building self-regulating skills of students with disabilities. The themes included a need for more planning time, visual cues for intrinsic reinforcement, goal setting, self-censure; the need to know students; creating an environment to support self-regulated learning; and utilizing incentives to encourage students to employ self-regulating strategies. The observational data showed that self-regulated learning strategies were evident more frequently in classroom instruction from the monitoring phase than the planning or evaluation phases. Comparing the interview guide questions and the observational data across the three phases of self-regulated learning were not congruent. The study findings point toward the classroom teacher's importance in providing more opportunities for students to carry out activities to support the forethought and self-reflection phases to enhance student participation by utilizing a classroom practice inventory to strengthen student self-regulation skills. Future studies should increase the number of participants in the surveys and observations to strengthen the generalizable understanding of the barriers to increasing students' self-regulated learning skills with learning disabilities. Likewise, the addition of a survey or interview data from students and administrators may elicit more insight into the barriers to increasing self-regulated learning for students with learning disabilities. As a result of this research, administrators and teachers may be motivated to appropriate more time for collaborative planning and professional learning to support strategies that enhance forethought, performance, and reflection. [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.]