The study examined the relationship of self-efficacy and problem behavior in relation to academic achievement of orthopedically disabled and able-bodied students. Participants were 200 students (100 orthopedically disabled and 100 able-bodied) selected from the inclusive and special schools of Haryana and Chandigarh. Data collected were analyzed using, Correlation, partial correlation and multiple correlations. Results show that self-efficacy positively correlated with academic achievement of orthopedically disabled and able-bodied students. Negative correlation exists between problem behavior and academic achievement of orthopedically disabled and able-bodied students. The results of the current research suggest practical significance for school administrators, educators, parents and students alike in developing their understanding of self-efficacy and problem behavior and the influence that they have on academic achievement. By providing educators with a great awareness of the influential role that self-efficacy plays in the behavior of the students, it is hoped that they will be better able to effectively manage necessary skills and abilities and prevent more at risk-outcomes especially with differently-able students.