This study explored the self-efficacy of secondary general and special education teachers when teaching students with a specific learning disability in reading (SLDR) and using content area texts and resources. It investigated whether differences existed among high school general and special education teachers, between teachers of various content areas (English, social studies, science, and math), and among special education teachers in different program settings (inclusion classrooms, resource centers, and self-contained classrooms). A descriptive phenomenological mixed methods design was employed to understand data collected from participants who have lived a specific experience (Beaudry & Miller, 2016; Creswell, 2019; Creswell & Creswell, 2023). The researcher utilized data from the Teacher Sense of Efficacy for Secondary Literacy Instruction survey (Harper et al., 2019), open-ended questionnaire responses, and individual interviews. Findings showed that both general and special education teachers felt confident in their ability to teach SLDR students when using content area texts and resources, with English and social studies teachers feeling more confident than math teachers. Qualitative data supported this, showing that while math teachers used fewer reading strategies, they still implemented applicable methods for solving word problems. Overall, the study found that high school teachers used a variety of reading strategies to support SLDR students, with few significant differences between the groups. [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.]