The purpose of the mixed method explanatory-sequential study was to measure teacher confidence in instructing students with the specific learning disability of dyslexia and its related disorders of ADHD, anxiety, dyscalculia, dysgraphia, executive functioning, and speech and language disorders. Two surveys, the short form of the Teacher Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001) and the Teaching Students with Disabilities Efficacy Scale (Dawson & Scott, 2013) were used to survey Christian school teachers' self-perceptions as general education teachers and as general education teachers teaching students with dyslexia and related disorders in the general education classroom. Quantitative analysis used survey means for comparison, while qualitative interviews investigated teachers' feedback related directly to their experiences teaching students with dyslexia and related disorders in the general education classroom. Themes indicate teachers' desire safe learning environments and academic success for all students yet lack pre-service preparedness. More specialized pre-service and in-service training is necessary to equip teachers to engage and instruct students with dyslexia and related disorders in general education classrooms. Findings extend the body of research on dyslexia and related disorders in the field of special education and general education in public school classrooms as well as other non-sectarian private and Christian schools nationally and worldwide. [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.]