This study aimed to identify self-efficacy to ensure an inclusive education success at schools of general education from the perspectives of teachers working at primary schools, which included learning disabilities programs in Al-Ahsa. To achieve the objectives of the study, a questionnaire was administered to (127) male and female teachers: (47) teachers of learning disabilities and (81) teachers of general education. The findings of the study revealed that the most significant self-efficacy for applying the inclusive education with teachers of general education and teachers of learning disabilities at general education schools was \\\\\\\'\\\\\\\'teaching planning\\\\\\\'\\\\\\\' and the least one was \\\\\\\'\\\\\\\'cooperation and participation\\\\\\\'\\\\\\\'. In addition, there were statistically significant differences at the level of (≤ 0.01) between the respondents\\\\\\\' attitudes on self-efficacy for applying the inclusive education attributed to the variable of profession in favor of general education teachers. Based on the findings of the study, a number of recommendations were introduced.