The purpose of this qualitative descriptive study was to explore general education teachers' descriptions of their self-efficacy and its influence on their ability to support the inclusion of students with disabilities in Kansas. Bandura's (1994) theory of self-efficacy served as the theoretical framework for the research questions based on teacher descriptions of their self-efficacy experiences while including students with disabilities in middle school classrooms. The study utilized convenience sampling to recruit twenty-one teachers (n=21). The primary data sources included self-administered open-ended questionnaires and semi-structured interviews. All 21 teachers participated in the semi-structured open-ended questionnaire, while 18 of the 21 participated in the semi-structured interviews. The study analyzed the data inductively using Braun and Clarke's six-step thematic analysis. As a result, four main themes emerged, namely (a) Instructional strategies impacted classroom experiences, (b) The frequency of challenges increases with inclusive classrooms, (c) Support systems do not meet the needs, and (d) previous experiences influence classroom performance. The findings indicated that student achievements influence general education teacher self-efficacy through successful instructional strategies and positive support systems. Even though the results indicated challenges and stress in inclusive classrooms, previous experiences influenced teacher outlook and performance toward inclusion and self-efficacy. Practical implications for professionals may include support systems for general education teachers and training opportunities. [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.]