This study used a correlational design to examine the relationship between teacher efficacy and attitude toward change. The Teacher Efficacy Scale (TES) and Inventory of Attitude Toward Change Scale (IATCS), both multi-dimensional survey instruments with an established reliability and validity, were used to survey elementary (K-6) general education teachers within the same Southwestern United States school district about their perceptions of efficacy and change. Further investigation was given to the intercorrelations between the dimensions of each instrument (teacher efficacy, personal efficacy, cognitive response to change, affective response to change and behavioral response to change). The findings suggest a relationship exists between teacher efficacy and attitude toward change where a greater sense of efficacy is related with a more positive attitude toward change overall. Consideration was given to several demographic variables including years teaching experience, gender, age, highest degree earned, tenure in the district and tenure at the campus. Analysis resulted in data suggesting teachers coming in to the profession with 5 or fewer years of experience would respond significantly more positively toward change than those with 6-10 years of experience and somewhat more positively than those with 11 or more years of experience. Furthermore, no statistical significance was found when comparing the other demographic variables with respect to teachers' sense of efficacy and attitude toward change. [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.]