English learners with disabilities graduate from high school at lower rates than non-disabled, non-minority peers. These students face complex learning and performance challenges because of their learning disabilities and lack of English proficiency. The qualitative research question addressed how ten adult alternative high school English learners with disabilities perceived their self-efficacy to complete Algebra 1 graduation requirements amidst their dual classifications and perceived challenges. This general qualitative methodology design used Bandura's self-efficacy theory (1994) as a basis to create the interview protocol and drive the data analysis. Selection criteria included adult, alternative high school English learners with learning disabilities who needed the Algebra 1 state assessment or course as part of their high school graduation requirements. The descriptive, general qualitative analysis included open coding and thematic development processes with qualitative data from ten selected interviewees. The analysis showed how the participants' responses aligned with the theory components and influenced self-efficacy perceptions. The results highlighted that the interviewees held negative self-efficacy perceptions about their dual classification, capability to learn in school, and potential to pass Algebra 1 graduation requirements. The results revealed how this subgroup needs self-efficacy awareness instruction to improve dual classification usage and reduce academic failure rates. Self-efficacy awareness can improve compliance with dual classification services and increase student performance outcomes. The study supports using nationwide transition planning initiatives to bolster dual classification self-efficacy awareness, improve academic outcomes, and career preparedness options. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]