The purpose of this qualitative descriptive study was to discover how novice teachers describe their self-efficacy as contributing to their sense of classroom readiness after completing their teacher training programs in Texas. This helps to understand the experiences of novice teachers in which data was collected using a questionnaire, semi-structured interviews, and a focus group. C. D. Wright (2017) provided an early exploration of the experience of novice teachers and stated that supporting them was vital to their retention. Bandura's (1997) self-efficacy theory provided the theoretical foundation for this qualitative descriptive study. The following research questions guided both the interviews and focus group for this qualitative study: (1) How do novice teachers describe their self-efficacy in their classrooms? (2) How do novice teachers describe their self-efficacy as contributing to classroom readiness? This study had a qualitative methodology with a descriptive design. The sample for this qualitative descriptive study consisted of 23 novice teachers who have completed teacher training programs and are now certified Texas teachers. Clarke and Braun's thematic analysis was used to analyze the qualitative data. The results of the study indicated three themes: early experiences with teaching, lessons learned with teaching experience, and facilitators of success in teaching as factors addressing novice teachers, and the ways novice teachers adapt to the classroom by providing examples of how they developed and improved as teachers from their early careers to their current roles. [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.]