Current "best practice" suggests inclusion for teaching children with disabilities. This requires teachers to be well-trained in accommodating instruction to meet the needs of children with disabilities. As more schools move to embrace Response to Intervention as a framework for addressing the educational needs of all children, teachers will need to feel even more capable of meeting diverse learners' needs. How capable teachers feel they are to accommodate instruction so that students succeed is a question of much discussion. This study investigated how teachers feel about their abilities to educate students who are at-risk and those with special needs and the relationship between teacher efficacy, learned helplessness and the presence or absence of support through consultation. Results suggest that the presence of consultation was the sole factor among the variables addressed that affected reported self-efficacy and learned helplessness in relation to teaching students with disabilities.