After a brain injury, children often return to school with complex learning needs. Most special educators receive little specific preparation relating to TBI and may lack the experience to assist children to reach their full potential. This study examined novice teachers' perceptions of the value of the academic and in-service professional development, evidence-based practices they use, and self-efficacy in working with students with traumatic brain injury (TBI). Seven novice teachers informed the study via two-semi-structured interviews and a 30-item teacher-efficacy questionnaire. Findings emerged from the data providing evidence that: (a) teacher preparation influences their confidence to use evidence-based-practices; (b) teachers lack understanding about assessments and lack experience in designing and implementing interventions for children with TBI; (c) teachers primarily rely on the Internet and related service providers for TBI information; (d) teachers are committed to find "what works" to promote academic success for students with TBI. Findings are interpreted in terms of Bandura's social cognitive theory. Implications for theory are followed by recommendations for research and professional development. [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.]