This mixed methods (qualitative and quantitative) study critically examines how student motivation is influenced by student self-efficacy and teacher behavior. The study was conducted using two groups: (a) treatment group (N = 11) participated in survey, interview, and observation; and (b) control group (N = 6) participated in survey. Seventeen 5th grade students, one Black male student, and 16 White students (8 males and 8 females), from a Metropolitan Atlanta Title I school in the state of Georgia participated in this study. The quantitative analysis consisted of the application of the "Children's Self-Efficacy Scale" (Bandura, 2006). Pretest and posttest means and standard deviations were conducted for each of the questions on the "Children's Self-Efficacy Scale." The difference in pretest and posttest scores revealed significance for self-efficacy and were found in three areas: (a) language, (b) social studies, and (c) physical setting for a place to study. Significance for "I learn to use a foreign language," the treatment group decreased slightly (M = -0.09, SD = 0.83), and the control group decreased more (M = -2.50, SD = 1.38) (t = 4.53, p less than or equal to 0.001). For "I learn social studies," the treatment group grew slightly (M = 0.09, SD = 0.54), and the control group grew more (M = 0.67, SD = 0.52) ( t = 2.13, p less than or equal to 0.05). For "I arrange myself a place to study without distractions," the treatment group decreased (M = -0.45, SD = 1.37), and the control group grew (M = 1.00, SD = 1.10) ( t = 2.23, p less than or equal to 0.05). No significance was found for the other questions. The qualitative portion included interviews and observations, and the students received high points for their self-efficacy and motivation. A pretest and posttest survey was used to determine the frequency, mode, and standard deviation of Bandura's (2006) children's self-efficacy subtitles: Confidence, Academic Achievement, and Self-Regulated Learning. The study revealed that students had confidence in their methodology. The results were statistically significant with self-efficacy and social cognitive theory and motivation theory. The implications of these findings suggest student self-efficacy and motivation thrive in a culture where the teacher uses effective teaching strategies. [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.]