The purpose of this study was to determine the relationship between enabling school structure and collective efficacy as perceived by teachers working in an elementary division of an American School in Mexico. A descriptive design was used to investigate the relationship between teacher perception of school structure and collective teacher efficacy in the elementary school divisions of American Schools in Mexico during a 1-month period. Two hundred sixty teachers representing 15 of the 18 American Schools in Mexico participated by completing an Internet-based survey. A quantitative analysis of teacher perceptions using data from two instruments is presented. The variable of perception of school structure was measured using Hoy and Sweetland's (2000) Enabling School Structure (ESS) survey instrument. The variable of collective efficacy was measured using Goddard, Hoy, and Hoy's (2000) Collective Efficacy (CE) instrument. This study supports the belief a school's structure and its faculty's collective efficacy beliefs are positively correlated. The relationship between enabling school structure and collective efficacy in American Schools in Mexico was found to be significant, moderate, and positive. Evidence from this study indicates that the more enabling a school's structure, the greater the degree of perceived collective efficacy. Based on these findings, developing and maintaining an enabling and supportive school environment should be a top priority for school administrators. A discussion of these findings as well as recommendations for policy, practice, and future research are presented. [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.]