This quantitative study researched teachers' efficacy in inclusive settings to determine if teacher education programs adequately prepared teachers to teach in an inclusive environment. Over one hundred Michigan-certified teachers responded to the validated Teacher Efficacy for Inclusive Practices (TEIP) survey, exploring teacher efficacy toward inclusive education. The participants also answered exploratory questions about their teacher education programs. Using quantitative survey inquiry, the study investigated general and special education teacher efficacy in three essential skills: implementing evidence-based practices, managing behavior, and collaboration. The results showed no statistically significant relationship between certification and teacher efficacy in inclusive practices. However, self-reported teacher scores revealed that more than half of the teachers surveyed reported their teacher education programs did not adequately prepare them for inclusion. Three specific areas indicated were a lack of training in inclusive instruction (including behavior) and collaboration. Successful inclusive classrooms that educate students with exceptional needs in the general education classrooms require trained educators. Adding these three components to existing teacher preparatory programs will increase teacher efficacy, leading to better student outcomes. [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.]