This study explored the connection between how confident teachers feel about their skills in teaching dual-identified students and the types and amounts of training they have received. Additionally, this study attempted to find out what the needs of teachers were in order to help them feel more confident in their abilities to teach these students. This was done through a mixed-methods study. A total of more than 50 teachers from 3 schools with high numbers of English learner students were selected for the initial survey. Subsequently 4 teachers were selected for the follow-up in-person interviews. The initial survey found that most teachers felt high levels of efficacy but reported very little training with meeting the needs of these students. Additionally, the interviews found that teachers wanted additional support in a number of areas in which they had not received training. The results of the study showed a disconnect between teachers' feelings of efficacy in teaching and the training they received. Recommendations for future practice were made. [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.]