Many special education teachers experience low self-efficacy when it comes to supporting the problematic behavior of their students. Low self-efficacy not only results in emotional exhaustion, burnout, and decreased retention, but also directly impacts the success of students in the classroom. The problem this qualitative descriptive study sought to address is the decreased self-efficacy of special education teachers in supporting their students who exhibit problematic behavior. The purpose of this study was to examine the self-efficacy perceptions of special education teachers who service students who exhibit problematic behavior, as well as their perceptions of their educator preparation programs in preparing them to support problematic behavior in the classroom. Bandura's self-efficacy theory provided the conceptual framework for this study. The sample population included 12 special education teachers who were teaching in various public schools in Region One of south Texas. Data collection methods included online surveys and one-on-one interviews. Thematic manual coding indicated that that although there were mixed results in teachers' self-efficacy perceptions, the majority of participants felt like they needed more training, support, and education to improve their ability to support students with problematic behavior. Additionally, participants felt that their educator preparation programs fell short in providing effective strategies for supporting students with problematic behavior. These findings will not only inform novice and experienced teachers and school administrators, but also institutes of higher education that provide teacher training and certification for special educators. Future research on this topic could benefit special educators and related stakeholders, resulting in increased special education teacher retention and improved 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.]