Research suggests that teachers may have several perceptions about the use and effectiveness of accommodations for students with specific learning disabilities. This quantitative study investigated regular education and special education teachers' perceptions toward the use of testing and instructional accommodations for students with specific learning disabilities. Research questions were investigated pertaining to the perceptions of male regular education teachers versus male special education teachers and the perceptions of female regular education teachers versus female special education teachers concerning the utilization of accommodations for students with specific learning disabilities. The National longitudinal Transitional Study-2 and the Cochran Rating Scale were distributed to a sample population of 15 special education teachers and 41 regular education teachers who were currently teaching students with specific learning disabilities. The Cochran Rating Scale was used as the instrument to gather data on this population's perception of testing and instructional accommodations. The questions on the Cochran Rating Scale addressed the effectiveness, use, frequency, and attitude about the use of accommodations. Significant percentages were used to analyze the data gathered from the rating scale. Responses to the National Longitudinal Transition Study-2 survey were examined and charted to summarize the responses to each of the survey questions. [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.]