The purpose of the proposed quantitative study is to investigate the relationship between teacher self-efficacy and mindset in middle school teachers. Research has shown separately that when teachers believe in their teaching ability, representing high self-efficacy, or believe all students can learn, representing growth mindset, then their classroom practice will be successful to students, however the relationship between the two is understudied. It is important to explore the relationship between the two constructs because of the pivotal role each plays in the educational practice of teachers and the influence on student achievement. When teachers believe in their teaching ability, representing high self-efficacy, and believe all students can learn, representing growth mindset, then their classroom practice will be to present learning opportunities to students that challenge students to success. This study will use survey data from a sample of teachers that is gathered from the administration of the Teacher Self-Efficacy Scale by Tschannen-Moran and Woolfolk Hoy (2011) and the Growth Mindset Scale by Dweck (2006). Both individual surveys will be combined into one form with demographic questions added for the teachers to complete. Structural Equation Modeling (SEM) is the methodology that will be applied to analyze the survey responses. Previous research on mindset and self-efficacy was conducted by Gero (2013) and Palazzolo (2016) with elementary school teachers, while Glos (2018) aimed at high school teachers. To extend this research, the proposed study will examine the responses of middle school teachers to explore the relationship between mindset and self-efficacy and to what extent they influence other variables. The current study found that as a teacher's Mindset score increases by one unit, their self-efficacy score is predicted to increase by 0.193 points. Therefore, those teachers with a higher growth perspective should be expected to have higher self-efficacy. Meaning that teachers with a growth mindset which is characterized by believing that intelligence is fluid and changes over time can influence how a teacher perceives their ability to affect student learning and other educational conditions. Additionally, looking at other structural relationships, the findings in this study found that for TSE, Classroom Management and Instructional Strategies both loaded positively onto Teacher Self-Efficacy, implying that as teachers reported higher beliefs in these areas their overall efficacy would increase as well. Regarding the Measurement portion, the model showed highly significant loadings of the constructs onto the factors. The overall mean score for the 202 participants was 4.961 which indicates teachers exhibited a growth mindset. [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.]