Due to different influences such as a growth of inclusion services and a shortage of special education teachers, rural school districts have increased the number of special education paraprofessionals hired to work with students with disabilities. Although minimal, past research indicates that the perceptions of paraprofessionals’ self-efficacy beliefs can be positively impacted by being adequately trained to fulfill their roles and responsibilities. This mixed methods study sought to 1) determine the differences in paraprofessionals’ self-efficacy beliefs before and after a professional development, 2) determine the differences in paraprofessionals’ self-efficacy beliefs based on demographic factors, and 3) describe perceived changes in paraprofessionals’ self-efficacy beliefs as they relate to a professional development session and working with students with disabilities in the rural school context. Results showed no change in perceived self-efficacy beliefs after participating in a professional development session as well as no differences in self-efficacy beliefs based on different demographic factors. The findings of this study emphasized that the perceived self-efficacy beliefs of the participants were influenced by on-the-job experiences and not by a one-time professional development.