The purpose of this preliminary study was to examine the extent to which the relation between teacher reported (N = 26) teaching efficacy and observations of classroom quality varied as a function of a specific classroom characteristic, classroom adversity, a measure of classroom level hardship that includes factors such as student challenges with family-home life, inadequate nutrition, child health, and disruptive behavioral problems. Findings suggest classroom adversity is an important contextual factor to consider when examining teaching practices and classroom experiences and that the ecological load of the classroom may be an important characteristic related to a teacher's abilities to promote a high-quality classroom environment. Implications for research and practice are discussed.