The Intervention Support Team possesses the vital components to ensure that students receive every opportunity to excel in the classroom before being referred to the special education program. The largest contributors to students referred for special education testing are teachers. The purpose of this quantitative, correlation predictive study was to predict the relationship between the criterion variable (student referrals to the intervention support team) and the three predictor variables (teachers' sense of efficacy, years of experience, and level education) in Large County, North Carolina. Through federal mandates, requirements must be met using interventions to ensure that students are receiving all the support before referral to the special education program. Teachers' sense of efficacy plays major parts in how they envision teaching and learning. Seventy-Seven elementary (grades K-5) and middle school (6-8) teachers Kindergarten through eighth-grade teachers completed an anonymous survey online that included demographic questions and the Teachers' Sense of Efficacy Survey. Participants received an invitation to participate in the study through several emails. Further research is recommended to investigate teacher sense of efficacy in other similar districts to determine if there is an effect on decisions to refer students to the intervention support team. [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.]