Black students with disabilities receiving special education services provide unique challenges to the current education system that was designed for white, able-bodied, and minded individuals. Teachers, more specifically, special education teachers, who are often white, play a vital role in serving as a first level of support and having a significant influence on potential short and long-term outcomes for Black students with disabilities. This qualitative narrative inquiry study of six Prek-eighth grade special education teachers sought to understand their stories of preparation for and approaches to teaching Black students with disabilities. This study is important because it provides insight into special educators' teachers' self-efficacy and preparedness in working with Black students with disabilities. Disability studies/critical race theory (discrit) and teacher self-efficacy theory were used as theoretical frameworks. Data collection occurred through reflective narrative essays, demographic questionnaires, individual interviews, and focus group interviews. The analysis of the participants' stories produced five significant findings: (1) Teacher preparation and professional development recommendations (2) Perceived expectations vs. perceived reality (3) Confidence produced through intrinsic motivation and extrinsic supports (4) Preparation for educating Black students with disabilities (5) Educational responsibility for Black students with disabilities. Implications suggest that teacher preparation programs and in-service training must provide proactive strategies and skill-based knowledge to increase teachers' competency and sense of self-efficacy for addressing the diverse needs of Black students with disabilities. Limitations, recommendations, and suggestions for future research are provided. [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.]