Faculty at postsecondary institutions are working with students with disabilities at a higher rate in the last two decades than ever before due to an increase in students with disabilities pursuing and entering higher education. The American with Disabilities Act Title II requires faculty and universities to provide accommodations to students with disabilities, so they have equal access to higher education. This study assessed faculty self-efficacy in working with students with disabilities and what effect their self-efficacy had on their perceptions of and willingness to accommodate students with disabilities. Engaging in professional development related to creating inclusive environments was found to affect teacher self-efficacy, and higher teacher self-efficacy was found to be related to more positive perceptions of and willingness to accommodate students with disabilities. These findings provide researchers with information relevant for future studies on differences in willingness to accommodate specific disabilities of college students, as well as set the stage for recognizing the importance of professional development for understanding and accommodating students with disabilities in higher education.