The first year of teaching is filled with many challenges. In Ohio Catholic urban elementary schools, those challenges are further intensified considering the requirements of knowledge and skills in cultural capital and classroom management for teacher and student success. The purpose of the phenomenological study is to explore the self-efficacy of entry-year teachers as it relates to cultural capital and classroom management and the influence these elements have on student success in Ohio Catholic urban elementary schools. The self-efficacy construct for this study considered the preparedness of entry-year teachers and their perceptions were captured. Ohio Catholic urban elementary teachers described their feelings of self-efficacy regarding cultural capital and classroom management and considered the role the teacher preparation programs had in their preparedness. Literature was reviewed that identified patterns and factors in the preparedness of entry-year teachers which contributed to or detracted from entry-year teachers finding success in Ohio Catholic urban elementary schools. Through interviews with 16 Ohio Catholic urban elementary teachers, in their first year of the profession, the examination occurred of the entry-year experience, the skills in cultural capital and classroom management, and the effect on student success were studied. Emergent themes included lack of administrative support, minimal skills in classroom management, and limited experience and knowledge of cultural capital which affected student success. [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.]