Historically, students who are identified with a learning disability have struggled with the acquisition of new material. Co-teaching is a model of instruction in which a certified special education teacher works alongside a content teacher to deliver instruction within an inclusion classroom. This research project used a qualitative methodology to investigate the effect, if any, that co-teaching may have on the self-efficacy of special education students. In order to study the effect on self-efficacy, this research project surveyed participating ninth-grade students from a rural school district in South Carolina taking Algebra 1. The survey was created using a retrospective design with responses scaled using a Likert Scale. Participating students were also asked to participate in a focus group which asked the students to go into more detail about their responses from the initial survey. Using the data collected, the researcher developed vignettes to present the data collected. This research project found little impact on student self-efficacy for students with disabilities, however, the researcher does note that the project had a small number of participants which could have impacted the results. Furthermore, the research project discovered that some students reported that co-teaching had a negative impact on their self-efficacy. [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.]