The United States public school system is facing a teacher shortage crisis, especially in the field of special education. The special education teacher shortage results in districts utilizing alternative methods to fill the vacant positions. The shortage requires general education teachers with special education certification to provide supports through direct instruction and IEP case management services. The lack of properly trained and certified teachers impacts districts in areas such as student achievement scores, district finances, and class sizes. A rural school district in Smyrna, Delaware had experienced an increase in special education teachers' attrition and continued to experience a shortage in special education teachers. While conducting exit interviews, staff indicated lack of support, teacher's deficiency in understanding of special education, excessive workloads, and lower salaries as reasons for leaving the profession. Though the special education department could not address the salary concerns, the department was able to address the support and professional learning provided to the staff. This dissertation in practice is an expansion of a previous study conducted within the district, which found that current professional development practices were not seen as a beneficial resource to increase self-efficacy in special education and inclusion teachers. This study utilized results from an assessment tool to develop and propose a solution that will identify and address the gaps in improving participating teacher's perceived self-efficacy for serving the learning needs of special education students. The self-efficacy assessment reflected upon support systems, professional development opportunities, and the ability to address workload needs. A solution of learner-centered professional development with coaching supports was presented to the district to address the problems discovered during exit interviews, research surrounding the growing teacher shortage, and findings from the study. [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.]