Researchers have studied technological use in face-to-face learning environments and in remote learning environments in K-12 education. I studied how technology was related to the self-efficacy of face-to-face learners and remote learners. Through the framework of Bandura's (1977) self-efficacy theory, I used a qualitative research design to investigate the self-efficacy of 7th grade face-to-face learners and 7th grade remote learners in an Alabama middle school. My participants included 55 face-to-face learners and 10 remote learners who completed an online questionnaire via SurveyMonkey. My questionnaire was based on the General Self-Efficacy scale (Schwarzer & Jerusalem, 1995). The data revealed the face-to-face learners and remote learners both had high self-efficacy and perceived their learning environments positively. Both groups attributed "hard work, perseverance," and "confidence" in their positive perceptions, which are all indicators for high self-efficacy in Bandura's theory. One attribute the remote learners shared that the face-to-face learners did not was "motivation." Remote learners stated they must be motivated to complete their assignments. Face-to-face learners discussed how they relied on their teachers for support and discussed how teachers helped them to be successful. In their descriptions of how teachers supported them, face-to-face learners listed teacher explanations of content, teacher encouragement, and teacher pacing of instruction. [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.]