This study aimed to examine the validity and reliability evidence of Teacher Self-efficacy (TSE) scale (Tschannen-Moran & Hoy, 2001) for teacher in K-12 US schools. Particularly, our study gathered evidence for the internal structure validity, convergent validity, criterion validity and reliability of the TSES in US educational context. The survey was administered to Pre-K-12th grade teachers from a large school district in the Southwestern of the United States. The total sample size was 1,418. The majority of the sample was female (73.9%) and White (73.8%). Nearly half of the sample had BA in education (48.9%) and about 28% of them have master's degree in education. We conducted Confirmatory Factor Analysis (CFA) on Mplus. Data was screened, and all assumptions, normality, outliers and adequate sample size were met. We used CFA for internal structure, correlation for convergent validity evidence, and Analysis of Variance (ANOVA) for criterion validity evidence. Cronbach's Alpha and McDonald's Omega were used for reliability. Our results showed that the data fits the model well based on the goodness-of-fit statistics. This study provides evidence of the validity and reliability of TSE using this sample. [For the complete proceedings, see ED655360.]