As one of the recognized media of the Orff-Schulwerk method of music instruction, movement is fundamental to music specialists' teaching. It can embody the mantra of "sound before sign," and provide the means by which students experience the kinesthetic learning that is so natural to their musical development. Because there are multiple variables that may affect self-efficacy, it is important to discover their relationships in the field of music education, specifically as it relates to teachers' own movement development and confidence level. The purpose of this research was to measure the effects of age, experience, and instruction on elementary music teacher movement self-efficacy. This pilot study was designed to examine differences in the overall pretest scores of Level I and Level II participants. Volunteer participants (N = 23) in this study were enrolled in Level 1 (n = 14) or Level 2 (n = 9) of a two-week American Orff-Schulwerk Association (AOSA), approved training workshop held at a Southern university. Participants completed the Movement Self-Efficacy Scale for Elementary Music Teachers (MSES), a measure created by the researchers, before beginning the Orff workshop and immediately following the last movement class on the last day of the workshop (pre-test, posttest design). To determine whether Level I and Level II participants differed on the MSES pretest, a one-way, between subjects ANOVA was performed. A mixed ANOVA with repeated measures was calculated to examine the effects of instruction on Level 1 participants' movement self-efficacy, with between-subjects variables of teaching experience and age compared. Overall results indicate that the Level I participants had significantly lower movement self-efficacy than Level II participants upon entering Orff Schulwerk movement training. Results also indicate that Orff Schulwerk Level I movement instruction may significantly increase participants' movement self-efficacy. The increase in movement self-efficacy for Level II participants may not be as substantial due to the ceiling effect, or could be attributed to differences in the amount of instruction between levels. Results from this study also show that neither age nor years of experience appear to have an impact on movement self-efficacy results. [Paper presented at the Annual Meeting of the Texas Music Educators Association (San Antonio, TX, Feb 2011).]