Limited research has existed regarding general education teachers' perception of self-efficacy in teaching in the inclusive classroom in Central Ghanaian schools where performance outcomes fall below government standards. The purpose of this qualitative study was to examine general education teachers' perceptions of self-efficacy regarding the implementation of inclusive teaching strategies at a Central Ghanaian school. Bandura's social cognitive theory was the conceptual framework of this study. The research questions focused on teachers' perception of self-efficacy in the implementation of instruction in the inclusive classroom and whether professional development was essential to their capacity to implement inclusive instruction. For this basic qualitative design, semistructured interviews with nine general education teachers that have at least 1 year of experience in an inclusive classroom were conducted. The transcribed data were coded and analyzed according to Braun and Clarke's six-step thematic analysis process resulting in six final themes: Adversity in inclusive classrooms, factors influencing self-efficacy, perceived self-efficacy to implement instruction, previous training experience, perceived need for additional training, and professional development in specific areas. The results of this study might contribute to social change by allowing the administrators of the Central Ghanaian school to focus their professional development on what teachers actually need. Improved training might improve teacher self-efficacy and, in turn, student learning. [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.]