Early career special educators serving in low socioeconomic communities are at risk of leaving the profession unless they receive specialized support to address unique challenges. The purpose of this study was to examine an intervention developed to increase teacher sense of efficacy. Self-efficacy, adult transformative learning through critical reflection, and transformational teaching provide the theoretical frameworks used to construct this intervention. The participants of the study were special educators in their first three years of teaching using a resource delivery model. All were teaching in schools in which at least 75% of the student population qualified for free or reduced lunch. The 12-week intervention utilized a guided, reflective E-group using a private social media platform to prompt critical reflection and to provide development for participants. Quantitative data were collected before and after the intervention using the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001). The results were analyzed using paired T-tests to examine if there was a statistically significant change in efficacy in the following areas: classroom management, instructional strategies, student engagement and overall sense of efficacy. Qualitative data were collected from the electronic dialogue transcripts and coded for themes. A side by side data comparison supported the hypothesis that if early career special educators engage in a guided, reflective E-group then there will be an increase in overall teacher sense of efficacy and an increase in efficacy in the subscales of classroom management and instruction. However, the data did not support an increase in teacher sense of efficacy in the area of student engagement. The information garnered from this study may be used to inform special educator induction and retention programs. [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.]