The purpose of this study was to examine the relationships between, and predictive value of, select school and teacher characteristics, and collective teacher efficacy (CTE). CTE is a strong predictor of school and student outcomes that principals may target to minimize the continued strong influence of socioeconomic status. Results from this study suggest that prior levels of student achievement offer more value to practitioners to improve CTE in schools than the other school and teacher characteristics the author examined in this study. The author presents implications for practice and future research recommendations based on these results.