Chronic health conditions (CHCs) impact approximately 20% of youth under the age of 18 years. Youth with CHCs are at a greater risk for poor outcomes across domains of development including behavioral, academic, cognitive, physical, and social-emotional than peers without CHCs. Advances in medical treatments make it possible for youth with CHCs to attend mainstream classrooms in school, allowing teachers to be uniquely positioned to support students with CHCs. Although a large majority of teachers report knowing a child with a CHC, teachers report a lack of knowledge and confidence working with students with CHCs overall. Further, research examining teacher knowledge about special education law and provisions indicates that teachers are not well informed and lack critical knowledge to make referrals for students with CHCs. The present study explored relationships between teacher knowledge of CHCs, teacher confidence working with students with CHCs, and teacher knowledge of special education provisions through IEPs and Section 504. Additionally, relationships between teacher demographic variables, such as experience with a child with a CHC and educational certification on teacher knowledge and confidence, were examined. Sixty-nine K-12 grade teachers participated in this study. Linear regression analyses were utilized to examine the relationships between variables. This study did not find significant relationships between teacher knowledge of CHCs, confidence meeting academic needs for students with CHCs, confidence meeting the social emotional needs for students with CHCs and teacher knowledge of special education provisions. Analyses of demographic variables revealed an inverse significant relationship for teachers who know a student with a CHC and knowledge of Section 504. Overall, teachers reported feeling most knowledgeable and confident about asthma, chronic allergies, and diabetes. Results demonstrate that teachers continue to lack essential knowledge regarding special education provisions under Section 504 and IDEA, particularly Section 504. Limitations and directions for future research are discussed. [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.]