This study examined if there were differences between central office administrators', school administrators', and bilingual and English as a second language (ESL) teachers' efficacies when controlling for years of experience with bilingual/ESL classrooms and hours of training on the English language proficiency standards (ELPS). Data from a purposeful sample of 150 school leaders in an urban school district in Texas were examined. Face-to-face interviews captured school leaders' perceptions about the ELPS and the Texas English Language Proficiency Assessment System (TELPAS) implementation in bilingual/ESL classrooms. Quantitative results indicated that school leaders' hours of ELPS training influenced leaders' efficacies. Leaders' perceptions revealed the benefits of the ELPS and TELPAS, but there was a need for differentiated instruction and school ELPS and TELPAS instructional advocacy. Recommendations included district strategic planning to meet the needs of all learners and leaders.