The purpose of this study was to determine what effect the type of APE service approach had on GPE teachers' efficacy when working with students with disabilities. The three approaches of APE service delivery chosen for the study were (a) consultation, (b) itinerant, and (c) collaborative. Results indicate significant differences between levels of service: Consult, F(3, 98) = 5.09, p = 0.003; Itinerant, F(3, 97) = 10.80, p = 0.000; Collaborative, F(3, 98) = 13.64, p = 0.000. As well, the collaborative method produced the highest level of efficacy in the participants, F(3, 303) = 19.09, p = 0.000. The study indicates the collaborative approach of APE service support may be the most effective in increasing GPE teacher efficacy when working with children with disabilities.