The purpose of this study was to explore character education related to the perceptions and sense of efficacy of selected central Mississippi private and public elementary and middle school teachers. This research questioned 140 elementary (1st through 4th grades) and middle school (5th through 8th grades) teachers using the Character Education Efficacy Belief Instrument (CEEBI) developed by Andrew J. Milson and Lisa M. Mehlig. The instrument consisted of 24 statements measuring two dimensions of the teacher: personal teaching efficacy (PTE) and general teaching efficacy (GTE) (Milson and Mehlig, 2002). The findings of this study revealed there was no significant difference between the perceptions of teachers' sense of efficacy for character education regardless of teaching elementary or middle school, teaching at a private or public school, years of experience teaching, or degree held; therefore the null hypothesis cannot be rejected. [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.]