Given the literature review on over and under representation of ELL students in Special Education, this research aimed to study how teachers identify between ELL students who present with language proficiency learning difficulties and students who might exhibit learning disabilities. This qualitative study added to existing literature on self-efficacy by concentrating specifically on how teachers perceive their work with ELL students. To explore how teachers perceived their skills in identifying between English Language proficiency difficulties and a learning disability in ELLs, as well as their perceived self-efficacy in working with ELL students, this study presented respondents with vignettes that described a student who was academically struggling and asked teachers to hypothesize about the root cause of the student's challenges. The participants were interviewed via Zoom. A total of ten general education teachers participated in this study. Through the process of thematic analysis, a total of five overreaching categories and ten themes were identified. Results of this study suggest that experience, support, interventions and connectiveness to ELL student are all important factors that affect perceptions of self-efficacy. Findings will promote further research on best practices regarding ELL identification and instruction. [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.]