Literature abounds on professional development. However, teacher change is not so much the result of professional development, but rather successful implementation of strategies learned into the classroom: a mastery experience. Mastery experience, after all, is the most influential predicator of teacher efficacy, which is equated to student achievement. This being the case, a need exists to examine systems for professional development that promote transferring best practices while enhancing efficacy. The purpose of this study was to discover if reflective conferencing with teachers, following training enhanced teachers' perceptions of a mastery experience, rate of transfer for skills learned in professional development, and efficacy. This study explored reflective conferencing as a way to engage teachers in reflection and feedback concurrently. The study occurred in a Title I high school in the Southwest with fourteen teachers and employed a quasi-experimental design. All teachers were given three release days to attend training on campus. Then teachers were divided into two groups: one group participated in the conferences and one did not. After trainings teachers were observed and half received only feedback via notes, email, or pull-out conferencing. The other half reflected and received feedback via reflective conferences. Reflective conferences were constructed as a three-phase system during which teachers were asked to reflect on the observation, praised for effective actions noted in the observation, and provided specific feedback regarding a self-identified area of refinement. Conferences were brief in nature, no more than fifteen minutes. Data were collected using a mixed methods approach. The Teacher Sense of Efficacy Scale, a researcher created survey, participant journals, observations and field notes were used to gather data. Through participants' voices themes emerged and a story line ensued. Both groups showed that the majority of participants felt the process accelerated transfer and mastery experience; however, a significant gain was not shown statistically. What was noted was that the conferences may have influenced how teachers' viewed the relationship between teacher action and both student and teacher success in the classroom. Results from both groups coincide with prior research regarding features necessary for effective professional development: time, modeling, feedback, collaboration, and reflection. [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.]