This mixed methods sequential explanatory study aimed to examine the role professional development played on stakeholders' self-efficacy to implement an exceptional education program. To fulfill the quantitative portion of the study, the researcher conducted a one-group pre-posttest design to measure teacher self-efficacy before and after treatment. A comparative method was utilized to measure the self-perception of students with and without disabilities. A correlational design was implemented to establish the relationship between the self-efficacy of exceptional education students and assessment scores. To fulfill the qualitative portion of the study, the researcher conducted one-on-one semi-structured interviews. Findings from the quantitative aspect of the study complemented and contradicted literature reviews, whereas patterns from qualitative feedback supported the need for training for educators. [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.]