The Individuals with Disabilities Education Improvement Act (IDEIA) and the No Child Left Behind Act (NCLB) require teachers to use evidence-based practices (EBPs) with students with disabilities. Knowledge of EBPs can improve student outcomes and requires training and practice for successful implementation. Teachers have reported a lack of confidence in implementing EBPs for students and a lack of support in in-service training. The problem addressed in this quantitative correlational study was the lack of research on a possible correlation between teacher training on evidence-based practices and teacher implementation of EBPs to students with special needs. The purpose of this quantitative correlational study was to examine whether there is a correlation between teacher training on EBPs and successful implementation of EBPs to students with special needs and if this correlation (if one is determined) impacts the level of teacher confidence in the implementation of EBPs. For this study, 82 full-time elementary general education and elementary special education teachers in the Los Angeles Unified School District participated. Multiple linear regression analysis was performed on collected survey data. Results of the analysis indicated there was a strong, significant, and positive correlation between the implementation of EBPs and teachers' level of confidence in the implementation of EBPs, r (80), = 0.87, p (<0.001). The study assessed the mediating role of the level of teacher confidence in EBPs on the relationship between teacher training on EBPs and teacher implementation of EBPs. These results revealed a significant indirect impact of the implementation of EBPs on teacher training through teacher confidence levels (b= 0.4286, t= 2.9784). Furthermore, the level of teacher confidence in EBPs partially mediated the relationship between teacher training on EBPs and teacher implementation of EBPs. Recommendations for future research include evaluating the effects of professional development on EBPs on general education and special education teachers. It may also be beneficial to focus on the effectiveness and quality of teacher training for EBPs teachers provided by school districts. Lastly, it is also recommended to evaluate further pre-service teacher preparation programs offered by colleges and universities regarding their course offerings that prepare teachers to effectively use EBPs with students with special needs. [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.]