There is not a great body of research that exists exploring literacy self-efficacy perceptions of teachers through a qualitative lens, and it was noted that the voices of teachers were missing in literacy self-efficacy research. This qualitative study investigates teachers' perceptions about their literacy self-efficacy, as well as what factors impact their literacy self-efficacy perceptions. This phenomenological study was designed to investigate literacy self-efficacy perspectives of kindergarten through third-grade teachers by using a survey, one-on-one interviews, and a focus group. The findings from this study show five main factors that contribute to a teacher's overall literacy self-efficacy perceptions, and these findings were taken directly from the stories of the teachers. More time in the profession elicits positive feelings about teaching, professional development is helpful for teachers and teaching teams are beneficial are findings that relate to positive feelings and elements that strengthen a teacher's perception of their literacy self-efficacy. Lack of time to teach, and the challenges of working with children who have diverse reading abilities in one class were findings related negatively to the teachers' perception of their literacy self-efficacy. One recommendation that emerged from this research is that a detailed schedule audit would be beneficial as a way to help teachers maximize their instructional minutes as well as provide dedicated time for teaching teams to foster positive relationships and collaborate. The five findings and their specific ties to self-efficacy, which is the theoretical framework, are essential to the foundation of the study. [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.]