This study utilized the student scores of eighth-grade mathematics students on the "Discovery Education Assessment," as well as the self-efficacy perceptions of eighth-grade mathematics teachers as determined by the "Teachers' Sense of Efficacy Scale" ("TSES") from seven middle schools that encompassed grades 6-8 within a large public school district in Western Tennessee. The study attempted to determine if there were a correlation between the teachers' perception of self-efficacy and the scores of the students on the "Discovery Education Assessment." It also investigated whether or not there were a statistically significant difference in the teacher scores on the "TSES" between the three administrations of the "Discovery Education Assessment" throughout the school year. The data were collected for the 2011-2012 school year. A Pearson's "r" analysis was used to determine if there were a correlation between the two assessments, and a repeated measures analysis of variance was used to determine if the scores on the "Discovery Education Assessment" indicated a statistically significant difference. The findings of this study suggested that there was a negligible correlation between the two assessments; however, the scores on the "TSES" did indicate a statistically significant difference in the teachers' perceptions of their efficacy in relation to the student scores on the "Discovery Education Assessment." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]