We framed the activities found in professional development as a form of enactive experience hypothesized by social cognitive theory to influence efficacy beliefs. This enabled us to employ multiple regression to test the relationship between teachers' perceptions of professional development quality and their sense of efficacy for teaching. Data were collected from a sample of 354 teachers serving in traditional urban public and charter school elementary schools in Ohio. Results indicated that type of school was a leading predictor of professional development quality. Additionally, results indicated that, when using multiple regression to control for teacher demographics, professional development quality was positively associated with teachers' sense of efficacy. Because teacher efficacy beliefs are positively associated with the use of effective teaching practice, these findings suggest the need for school districts to attend not only to the provision of professional development but also the quality of the experience their teachers receive.