The purpose of this study was to determine the relationship between Collective Teacher Efficacy and minority student achievement gap over and above that explained by socioeconomics, school size, and prior achievement gaps for Black and Hispanic students with White students. Forty-seven Virginia middle schools were selected to participate in the study. Twenty-two Virginia 6th-8th middle schools chose to participate. All teachers at each participating school were asked to complete the Goddard Collective Teacher Efficacy Scale short form (2002). The percentages and means for socioeconomic status (percentage of students receiving free and reduced lunch), school size and the reading and mathematics Virginia Standards of Learning gaps between Hispanics and Blacks with White students were calculated for each school. Data analysis sought to determine the extent that Collective Teacher Efficacy beliefs account for the variability in the achievement gaps described in 8th grade Virginia SOLs for reading and math over and above variables for school factors that explain socioeconomics, minority status, school size, and prior achievement for Black, Hispanic, and White students. Linear regression analysis did not indicate a statistically significant relationship between total Collective Teacher Efficacy, task analysis, or group competence with the minority student achievement gap. The small sample size limited the results. Recommendations were suggested for practitioners and further research. [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.]