Low student learning engagement remains a critical concern. The mediating effect of parental acceptance to children with disabilities on the relationship between teacher self-efficacy and student learning engagement was verified. Through predictive research design, the data from 266 respondents, selected through total enumeration, were analyzed using mediation analysis.  Results show that parental acceptance fully mediates the link between the predictor and criterion. This result partly supports the Social Cognitive Theory. Potential mediating variables which may be extracted from quantitative approaches, may be utilized to trace the remaining 49.6 % unexplained variance. School administrators may strengthen professional development on parental acceptance to improve student learning engagement.