Students with disabilities (SWD) often display lower self-efficacy and have a more negative attitude toward reading compared to typically developing peers. Little research has been conducted to measure the relationship between reading self-efficacy and reading achievement of SWD. The purpose of this study was to investigate if reading self-efficacy predicts reading achievement for SWD. Bandura's theory of self-efficacy guided the research question to evaluate the relationship between reading self-efficacy and reading achievement for SWD. In the present quantitative study, a linear regression analysis (n = 85) was used to assess the predictive relationship between SWDs' reading self-efficacy, as measured by the Readers' Self-Perception Scale, and their reading achievement, measured by the Star reading assessment. Findings indicated no significant relationship between reading self-efficacy and reading achievement for participants. Despite the absence of a relationship, the findings from the study may still contribute to positive social change for SWD and help educators make informed educational decisions about reading instruction for SWD. [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.]