The purpose of this qualitative phenomenological study was to explore how teachers explain their lived experiences and personal sense of self-efficacy when teaching students with autism spectrum disorder (ASD) in an inclusive classroom in a PK-8 Christian school. This study is based on Bandura's theory of self-efficacy along with the concept of inclusion. The following research questions guided the study: how do teachers in a PK-8 Christian school explain their lived experience teaching students with ASD in an inclusive classroom and how do teachers in a PK-8 Christian school explain their sense of self-efficacy when teaching students with ASD in an inclusive classroom. The sample consisted of 11 teachers from one PK-8 Christian school located in the Midwest United States. A qualitative phenomenological design allowed a unique insight into actual experiences and sense of self-efficacy as relayed directly by participants. Results of this research show that this Christian school actively promotes inclusion of students with special needs. Similar to the public schools, trained special education teachers and support staff are part of the Christian school culture. This study found teachers in this Christian school perceive themselves as having a high self-efficacy toward teaching students with ASD. This high self-efficacy was due in part to teachers perceived sense of community, administrative, colleague, and specialist support. Teachers in the Christian school expressed a desire to educate students with ASD in their inclusive classroom and also held a perceived high sense of self-efficacy when working with these students. [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.]