Nonsuicidal self-injurious behavior (NSSIB) is one of the most perplexing and challenging behaviors special educators come across in their schools. Thus, there is a need for special educators to be equipped with information regarding NSSIB to help identify students with disabilities who engage in these behaviors and provide them with appropriate support or referrals. This study examined the effectiveness of training received by 390 special educators on NSSIB and their self-efficacy regarding the training. Results revealed that although many special educators serve students who engage in self-injurious behaviors, many did not receive training on how to implement strategies for students who self-injure. Those special educators who received training were more confident in their abilities to work with students who self-injured compared with those special educators who did not receive training. Implications, limitations, and future research areas are discussed. (Contains 1 table.)