This dissertation investigated the relationship between mindset and self-efficacy among special education teachers in Region 2 of Texas. While approximately 500,000 students are provided special education services in Texas public schools, special education students perform significantly lower on state assessments in reading and math than their non-disabled peers. Between 70-85% of special education students in the 3rd and 8th grades in Texas perform below their non-disabled peers on state assessments. Special education teachers must persevere to meet the demands of the special education population. The literature review revealed a positive correlation between teachers' mindset, self-efficacy, and student achievement. The purpose of this study was to examine the extent of the relationship between growth mindset and overall self-efficacy, self-efficacy in student engagement, self-efficacy in instructional strategies, and self-efficacy in classroom management among special education teachers in Texas Region 2. The concept of mindset framed this study. Mindset is a coalescence of two theories, social cognition theory and self-efficacy theory. An analysis of the relationship between special education teacher mindset and self-efficacy was conducted. The bivariate Spearman Rho was used to analyze data. The results of this study revealed that there is no statistically significant correlation between mindset and overall self-efficacy, self-efficacy in student engagement, self-efficacy in instructional strategies, and self-efficacy in classroom management among special education teachers in Texas Region 2. However, this study also indicates that positive interventions, mindset changes, and teacher self-efficacy correlate with improvements in student learning because the statistical analysis results show these variables all move in the same direction. These results can assist districts, principals, regional education service centers, and other staff responsible for ensuring successful learning outcomes for special education students. [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.]