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This research is a mixed-method ecological, anonymous, voluntary survey design with a small group convenience sampling. The research surveyed seventy-one male and female secondary education teachers with mild/moderate students with learning disabilities in their inclusion classrooms. Participants in the research were across districts, diverse cultures, teaching experiences, and teaching within a multicultural society. The purpose of the research was to examine the relationship, gain understanding, and explore the depth and significance of the Learning Center (LC) participation (months of pull-out services received) in relation to mild/moderate students with learning disabilities’ gains in self-directed skills and within inclusion setting per teacher rating and evaluation. The research leveraged constructivism and ecological theory to assess and determine the impact and significance of environmental conditions and educators’ teaching and learning pedagogy. We found six key points: 1) Participating secondary educators receive special education training through in-school professional development and district rather than secondary teachers’ teaching credentials; 2) Students’ accommodations in the Individualized Educational Plan (IEP) play a role in lesson preparation and facilitate environmental learning conditions; 3) Secondary teachers’ action for teaching learning plays a role in students' gains of self-directed skills; 4) Utilizing components of multi-divergent and multi-application pedagogy facilitates interactive learning environmental conditions; 5) This survey research found that mild/moderate students with learning disabilities lack essential self-directed learning skills in self-management, time management, and study skills. 6) Students can apply some components of self-directed learning. Teachers’ behaviors, beliefs, and teaching and learning pedagogy for special education students facilitate students’ ability to construct knowledge, enhance, and apply skills. We found a relationship between educators' beliefs, behaviors, and teaching and learning pedagogy that affects students with learning disabilities' self-directed gains.