JELT_V7_N2_CS1 Carianne Bernadowski Journal on English Language Teaching 2249 – 0752 7 2 51 58 Teacher Training, Dyslexia, Self-Efficacy In a time of increased accountability for U.S. schools, teachers are working tirelessly to meet the needs of their everchanging and diverse classroom populations. Many of these children come to school with a myriad of learning differences and disabilities. The most noted reading disability in many U.S. classrooms is dyslexia. This qualitative case study examined the self-efficacy of teachers who were trained and used a structured literacy tutoring program that utilized the Orton-Gillingham method of phonetic instruction. The results indicate that with sufficient training teachers' self-confidence improved significantly. Knowledge in teaching strategies may have the greatest impact on teachers' self-efficacy, which in turn, effects instructional planning, instructional implementation, and student achievement. April - June 2017 Copyright © 2017 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=13496