Teacher self-efficacy has been linked to multiple positive student outcomes and teacher practices (Ashton & Webb, 1986; Grant, 2006; Klassen, et al., 2009; Perrachione, Rosser, & Petersen, 2008). However, few studies, have explored teacher self-efficacy qualitatively (Manuel, 2003; Tschannen-Moran & Hoy, 2007; Tschannen-Moran, Hoy, & Hoy, 1998). This basic interpretive case study included two novice teachers and six principals in one urban school district in Connecticut. It utilized Bandura's (1986, 1997) sources and Tschannen-Moran and Hoy's (2001) factors of teacher self-efficacy as a framework for understanding the development of teacher self-efficacy during teacher preparation and the early years of teaching, and the role school administrators play. Findings suggest the importance of working one-on-one with students, especially those who are struggling, careful assigning of mentors, and ongoing professional development for supporting novice teachers' self-efficacy. Future studies might explore the impact of principals' experience and leadership style on teachers' self-efficacy. [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.]