The purpose of this exploratory study was to describe elementary, general-education teachers' reports of self-efficacy (Bandura, 1997) in using Marzano et al.'s (2010) evidenced-based instructional strategies to differentiate instruction for students with disabilities. The two frameworks that guided this investigation were Bandura's (1997) theory of self-efficacy model and Marzano et al's (2010) evidenced-based instructional strategies. One data source served this study. Specifically the Differentiating Instruction Scale ([DIS]; Stevens, 2011), a researcher developed survey was used to gather information from teachers about their confidence in using Marzano et al.'s evidenced-based instructional strategies to differentiate instruction for students with disabilities in their classrooms. Forty-six elementary, general-education teachers from a large county school district in a southwestern state completed the DIS (Stevens, 2011), an Internet-based survey. The DIS was designed to measure teachers' levels of confidence in using Marzano et al's (2010) evidenced-based instructional strategies to differentiate instruction for students with disabilities in their classrooms. Data analyses revealed that elementary, general-education teachers in this study reported feeling confident in using Routine Strategies and Content Strategies, as described in the DIS (Stevens, 2011). Notably, elementary, general-education teachers reported feeling very confident in using On-the-Spot Strategies, as described in the DIS. [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.]