Framed by the Social Cognitive Theory (SCT), this descriptive phenomenological study described the experiences of general education teachers in inclusive classrooms and teacher preparedness to teach students with learning disabilities. The SCT allowed studying the behavioral, cognitive, and social aspects that helped comprehend teachers' experiences teaching students with learning disabilities in general education classrooms. Thirteen female and two male participants (N = 15), all general education teachers, volunteered to complete a demographic survey, interview protocol, and a member-checking exercise. The findings suggested that teachers needed additional support to ensure equitable educational opportunities for students with learning disabilities. Integrating students with learning disabilities in inclusive settings has the potential to overcome disability limitations, but many general education teachers lack adequate preparation to teach effectively. Inclusion-related coursework, fieldwork, and increased experiences with students with learning disabilities during teacher preparation programs would enhance teachers' self-efficacy and improve academic outcomes for students with learning disabilities. I recommend professional development and mentorship programs to equip teachers with the knowledge, skills, and confidence needed to teach in inclusive classrooms. Teacher self-efficacy significantly influences performance, classroom environment, and student achievement, while a lack thereof may lead to frustrations and negative impacts on students. Future research should explore strategies to improve teacher preparation programs and professional development and investigate the effects of mentorship programs and specialized training on teacher confidence and efficacy. [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.]