The purpose of this study was to determine the relationships of teacher efficacy and student influence to teacher behaviors within the classroom among mid-Atlantic high school teachers. The population studied consisted of secondary teachers who instructed multiple subject areas within grades 9 through 12. A survey was conducted to collect quantitative data to test hypotheses, and descriptive statistics, correlations, and t-tests were used to conduct the analysis. Teacher responses were ranked into four levels on a 9-point Likert scale for student influence, teacher efficacy, and teacher behaviors. It was found that teacher efficacy and student influence were significantly related to teacher behaviors and supported by the teacher response levels. However, no hypotheses for demographic variables were supported in regards to their relationship with teacher behaviors. The results of the study provide the mid-Atlantic school system evidence for further professional development and mentoring endeavors and cause for evaluation of class sizes. In particular, the school system should focus on teachers improving the student learning experience within the classroom, as well as provide new teachers resources for handling student influence. [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.]