The role of the teacher continues to evolve with each new school year. In order for teachers to perform at their highest capacity, they need pedagogical and emotional support from colleagues as well as encouragement and reinforcement that they are being effective and successful. The problem is that many elementary teachers primarily plan and teach in isolation without opportunities to engage in collaborative practices that will support their teaching and one another. The purpose of this study was to identify the correlation between and impact of teacher collaboration on teacher self-efficacy through a more structured collaboration model. This model was achieved through manipulating the teachers' daily schedule to provide common planning time each day during the week. The study also intended to identify the most effective practices of collaboration and collect data on the teachers' perceptions about the pros and cons of collaboration with colleagues before and after the implementation of common planning time. This mixed-method study was based on the conceptual frameworks of social learning theory, self-efficacy and collaborative learning theory. It utilized surveys, focus groups, individual interview questions, and observational data. Data was collected through the Qualtrics platform and also hand-coded. A thematic analysis approach was applied to the qualitative data to organize and present data and findings. The results of the study showed that teacher self-efficacy improved over the course of the research as demonstrated by survey results and qualitative responses. Teachers also described specific collaborative practices that led to improvement in their teaching practice. Four themes emerged from the data: Self-Efficacy/Reinforcement, Scheduling/Time, Topics of Discussion, and Outcomes/Benefits. This study aims to inform teachers and administrators about the value of providing common planning time for teachers, to provide examples of how to best structure this time and to share teachers' perceptions of the value and limitations of the collaborative experience. [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.]