This qualitative descriptive study explored how general education K-6 teachers describe their ability to implement student Individualized Educational Plans (IEP) in their classrooms and the supports needed for effective implementation of IEPs in Ohio. Self-Efficacy has been defined as the confidence that an individual has in their ability to successfully complete a task. The objective of this study was to gain insight into teacher's self-efficacy and instructional practices for engaging students with IEP within the K-6 general education inclusive classroom. Bandura's self-efficacy theory served as the theoretical foundation for the examination of these teachers' descriptions and provided concepts that align to the implementation of strategies and supports used in the inclusive classroom. The pursuit of this study allowed educators to self-evaluate their self-efficacy as it pertains to implementing strategies and supports need for instructing students with IEPs. Data from semi-structured interviews and focus groups were collected through the participation of 14 K-6 general education teachers analyzed using a thematic analysis approach. A total of 186 initial codes were created using inductive reasoning. Utilizing codes such as frustration, inclusive practices, and personal knowledge led to six themes including confidence level, attitudes, professional development, realistic expectations, teacher frustration, and staff support. These themes provided rationale for both positive and negative influences to the implementation of IEPs. The practical implication of this study is to support implementation through collaboration and research. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]