The purpose of this study was to replicate a previous study by Smith et al. (2006) that explored principal self-efficacy beliefs for facilitating effective instructional environments at their schools. There has been limited research conducted on principal's self-efficacy, and the studies that have been completed on the topic have not been replicated. Principal's self-efficacy can explain principal effort, goal attainment, and how they deal with adversity at the school level. Understanding principal's self-efficacy may be utilized in understanding principal's behavior and ultimately lead to more effective schools (Nye, 2008). Participants included 234 principals that were members of CCOSA in Oklahoma. Participants were asked through e-mail to follow a link that allowed them access to "Principal Self-Efficacy Survey" (PSES). Once data was collected, four separate stepwise regression analyses were conducted to identify important variable in predicting the four criteria variables: (1) self-efficacy in instructional leadership, (2) self-efficacy in management, (3) reported time devoted to instructional leadership, and (4) reported time devoted to management. A t-test was performed to determine whether significant differences existed between amount of time principals reported in instructional and management practices. The last question on the survey asked participants to choose one best answer to describe the expected outcome of their efforts to facilitate effective teaching and learning environments at their school. The final research question looked for consistencies between this study and previous research conducted by Smith et al. (2006). The study found demographic variables that reached significance only in the area of self-efficacy in instructional leadership. Oklahoma principals reported spending more time on management practices than instructional practices. The majority of Oklahoma principals felt their efforts to facilitate effective teaching and learning environments at their schools were productive and worthwhile. Smith et al. 92006) found demographic variables that reached significance in all four criteria variables. Like the Oklahoma study, Smith et al. (2006) participants reported spending more time on management practices than instructional practices, and the majority of the participants in their study felt their efforts to facilitate an effective teaching and learning environments at their school were productive and worthwhile. The findings of this study support the need for further research on principal 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.]