Attention deficit and hyperactive disorder (ADHD) refers to a neurological condition prevalent in students ages 3-17 years. General education teachers are challenged with providing efficient behavior interventions for students with pervasive symptoms of ADHD. The Individuals with Disabilities in Education Act (IDEA) incorporated a multi-tiered system of support (MTSS) to respond to various learning needs of students. The three-tiered framework promotes academic and behavioral interventions to improve school success for students. General education teachers favorably use Tier 1 interventions; however, general education teachers sparingly implement Tier 2 and Tier 3 behavior interventions for students with ADHD symptoms. General education teachers' lack of understanding of ADHD characteristics impedes their implementation of tiered behavior interventions for students exhibiting symptoms of ADHD. The purpose of this qualitative interpretive phenomenological analysis was to explore general education teachers' perceived self-efficacy in implementing Tier 2 and Tier 3 behavior interventions for students with symptoms of ADHD. I used Bandura's (1977) self-efficacy theory as the theoretical framework. Participants consisted of a sample of nine general education teachers who experienced referring at least one student with inattentiveness or hyperactive behavior for tiered intervention. The data collection method was a semi-structured interview protocol consisting of open-ended questions. The findings revealed that general education teachers perceive themselves as knowledgeable of ADHD, yielding high self-efficacy to teach students with ADHD symptoms, but they are not as knowledgeable as they believe. Teachers are discouraged by the MTSS referral process and seldom engage in formal discourse yielding low efficacy to tiered behavior interventions. Future research can explore other neurodevelopmental disorders. [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.]