Introduction The presented study is focused on the significance of implementing adaptive behavior skills (ABS) in classroom instruction. Unfortunately, some educators may lack knowledge about the most effective approaches to teaching ABS to students having intellectual disabilities (ID). At the same time, teachers’ attitudes toward teaching ABS may affect the students’ ability to work independently in performing these skills. The theoretical framework that has guided this study used Bandura’s (1986) social cognitive theory (SCT) of self-efficacy. The framework has served as a lens through which it is possible to review how elementary teachers perceived their ability to teach ABS to students having ID. The framework has been selected according to the purpose of the study. Teacher Self-Efficacy The term self-efficacy can be defined as “people’s judgment of their capabilities to organize and execute courses of actions required attaining designated types of performance” (Cherian & Jacob, 2013, p. 80). There are several definitions that exist for teacher self-efficacy; for example, Bandura (1995) defines it as the confidence a person holds based on their ability to analyze, oversee, and carry out plans necessary in future situations. Another definition for teacher self-efficacy is having the capabilities to teach specific subject matter to students even when the subject matters are difficult (Holzberger, Philipp, & Kunter, 2013). Teacher self-efficacy can also be identified as educators’ “beliefs about affecting and coping with students who have difficulty in motivation and learning” (Calik, Sezgin, & Kilinc, 2012, p. 2499). Having such convictions may be a vital trait for elementary teachers working with students having ID, who demonstrate deficits in ABS. Elementary teachers’ beliefs and their attitudes are vital for comprehending and improving their educational practices, which shape the learning environments of their students (Bandura, 1993). Educators’ views have a powerful influence on their willingness to teach, as well as the way they deliver instruction (Tarman, 2012). Each day, elementary teachers make judgments and decisions, aiming at improving student learning. Their predispositions and generalizations can affect their perceived ability to deliver instruction. Bandura (1986) explains that individuals usually select tasks that they feel competent in, and teachers’ beliefs about their skills and knowledge, as well as their accomplishments and failures, affect their instructional actions (Bandura, 1986). Thus, the author’s work is a significant basis for the present research, as it allows for comparing the self-efficacy patterns teachers commonly show to the ones present in educators of Saudi Arabia. Significance of Teacher Self-Efficacy Bandura (1977) believes that social cognition emerges from the field of attitudes. He understands attitudes as mental or cognitive representations of individuals’ environment affecting their behavior. The author outlines the link between the concepts of self-belief and reflection and claims that they involve individuals’ beliefs about their abilities to perform a given task based on their experiences (Bandura, 1986, 1997). When elementary teachers know that they can affect positive future outcomes for students ha