This qualitative phenomenological study, entitled Exploring Teachers’ Self-Efficacy in Managing Students with Learning Disabilities in General Education Classrooms, explored the lived experience of 6 Filipino international teachers in the United States regarding their management of students with learning disabilities (LDs) in general education classrooms relevant to their self-efficacy. The research examined the four sources of self-efficacy—mastery experiences, vicarious experiences, verbal persuasion, and emotional and physiological states—to understand how these shaped teachers’ confidence in addressing the academic and behavioral needs of students with learning disabilities. Using semi-structured interviews, the study revealed significant struggles in adapting to the educational system, behavioral issues of learners, the lack of adequate training, and large class sizes. Despite these challenges, teachers demonstrated resilience and growth, employing strategies such as differentiation, relationship-building, and collaborative practices. Thematic analysis led to the development of the SEAM Model, which encapsulates the participants' journey toward cultivating self-efficacy. Key findings highlight the importance of school support systems, peer collaboration, and professional development tailored to the needs of culturally diverse educators. The study concludes that while Filipino international teachers initially face barriers, they can develop strong self-efficacy through adaptive practices and a supportive environment. It is recommended that school leaders provide targeted training, inclusive practices, and mentorship programs to support international teachers and promote inclusive education. The SEAM Model can serve as a practical framework for institutions seeking to strengthen teacher self-efficacy and improve outcomes for students with learning disabilities.