This study examined beginning teachers' perceptions of self-efficacy and professional development while engaged in communities of practice. Wenger's research on communities of practice serves as the conceptual framework for this mixed method phenomenological study. Six beginning and tenured teachers were surveyed using the Ohio State Teacher Efficacy Scale (OSTES). A paired sample "t" test was used to measure and describe the relationship between pretest and posttest reports. The study revealed no direct statistical relationship between the pretest and posttest scores. Qualitative data challenged the assumption of no significant relationship. Emerging themes from individual interviews and reflective journaling revealed beginning teachers had positive perceptions of communities of practice influencing personal efficacy and development. This study supports the perception that learning communities offer promise in supporting the professional development needs of beginning teachers, while contributing to positive social change by proposing a method that may decrease the attrition rate of new teachers. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]