The purpose of this qualitative descriptive study was to explore how special education teachers described their level of awareness of evidence-based practices (EBPs) and self-efficacy to identify and implement EBPs in one school district in Southern California. The target population was Pre-k to 12, classroom-based special education teachers (SPED). The theory of planned behavior and social cognitive theory were used to answer three research questions that focused on descriptions of special education teachers' awareness of EBPs, descriptions of special education teachers' level of self-efficacy to identify EBPs, and descriptions of special education teachers' level of self-efficacy to implement EBPs. Inductive thematic analysis of data gathered via 1:1 semi-structured, open-ended interviews (n = 10) was conducted. Analysis of the online questionnaires (n=40) involved frequency counts of repeated key words and phrases. Analysis of 112 initial codes were collapsed into 10 categories and finally into three themes. Results indicated the level of awareness of EBPs varied among SPED teachers due to the need for additional support from school administrators, peers, and opportunities to conduct research with higher education. Self-efficacy to identify EBPs varied among SPED teachers and was influenced by the need for guidance from district administrators, colleagues, Internet sources, and trial and error. Self-efficacy to implement EBPs varied among SPED teachers based on the need for additional support, additional training, targeted resources, and materials provided by the school district. [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.]