Creating and implementing high-quality Individualized Education Program (IEP) goals for students with significant cognitive disabilities is critical to ensure their success in school. To do so, the teacher's confidence level in writing IEP goals for those students must be high. This requires the ability to use research-based methods and techniques to write and implement high-quality IEP goals. After examining the literature, teachers report feeling unprepared and experiencing insufficient confidence about how to write IEP goals. This study aimed to analyze the effect an asynchronous IEP training module has on how teachers, who work with students with significant cognitive disabilities, perceive their competencies in IEP goal writing and if they are confident in writing goals on their own, as well as training other teachers. Answers to the following questions were sought: What impact does training have on teacher perceptions of writing IEP goals? What are teacher perceptions of an asynchronous web-based training? This was a mixed-method observational study conducted with four teachers. The findings indicated teachers had low confidence in the IEP development process prior to the training. The post-training survey indicated the observational group increased confidence following the asynchronous IEP goal-training module. [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.]