The number of English learners (ELs) in school districts is climbing nationwide, and these students are being taught by teachers who may or may not have the knowledge base or training to provide effective instruction (Johnston & Young, 2019). This exploratory, descriptive study examined the self-efficacy of EL program directors and EL teachers in meeting the diverse needs of students who receive both special education (SPED) and EL services. Participants in the study included EL program directors and EL teachers from six central Texas school districts. Vanatta and Fordham's (2004) Teacher Attribute Survey was utilized to provide insight into EL program director and teacher confidence in serving students with dual eligibility. Eight themes emerged from narrative survey responses, four from EL directors and four from EL teachers. These themes included the need for targeted professional development, increased interdepartmental collaboration, and the importance of hiring and retaining highly qualified teachers and staff.