The purpose of this study was to illustrate the mediating effects of reading efficacy in reading teaching efficacy and reading habits of special teachers who were working for students with disabilities in the various education environments. The questionnaire with reading habits 20 items, reading efficacy 20 items, and reading teaching efficacy 20 items was developed for this study. 271 special teachers were participated for this study. The factor analysis and reliability were utilized to analyze the three items. The results of this study were that: (a) reading habits, reading efficacy, and reading teaching efficacy were differenced by the teaching experiences. The reading habits were differenced by sex; and (b) the special teachers' reading habits with reading efficacy had effectiveness in the reading teaching efficacy. Therefore this study concluded that the reading efficacy was an important mediating effects to increase the reading teaching efficacy through the reading habits of special teachers.