Teachers' self-efficacy influences their ability to teach students. Primary grade teachers (K-3) are tasked with teaching all content areas. K-3 teachers struggle with self-efficacy to teach science content rigorously and find the time to teach science through hands-on learning. This study addressed the gap in research for teaching science through the Workshop model method and how this structure enables teachers to teach hands-on, three-dimensional science in a small time frame each day. This qualitative case study consisted of semi-structured interviews and questionnaires that allowed the researcher to investigate K-3 teachers' perceptions of the influence of the Workshop model method on their self-efficacy and science instruction in a large suburban school district in Georgia. The theoretical framework for this study utilized Bandura's self-efficacy and constructivism. Two research questions were used to gauge teacher perceptions of the Workshop model method on their self-efficacy and science instruction. Thematic analysis was used to identify themes, and the data was uploaded into the Quirkos program for inductive coding. Data collected showed that the participants were more confident when teaching science using the Workshop model method and that students were engaged in science when the Workshop model method was used. Recommendations included professional learning for teachers to learn how to implement the Workshop model method in their classroom to teach science. [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.]