Teacher self-efficacy, grounded in social cognitive theory, has been shown to be an important component of teaching effectiveness. There are 6.2 million teachers who are mandated to follow the requirements of the No Child Left Behind Act (NCLB). Studies addressing perceptions of NCLB and teacher self-efficacy are lacking in the literature. The purpose of this research was to determine if there is a relationship between perceptions of NCLB and teacher self-efficacy in classroom teachers. This quantitative study examined the relationship between teachers' perceptions of NCLB, as measured by the Teacher's Voice Survey, and their self-efficacy, as measured by the Norwegian Teacher Self-Efficacy Scale. Participants were asked to complete questionnaires about perceptions of NCLB, teacher self-efficacy, and demographic information. Regression analysis revealed that a positive and significant relationship exists (R = 0.26, p = 0.004) between perceptions of NCLB and teacher self-efficacy. Regression analysis also revealed that positive and significant relationships also are evidenced when perceptions of NCLB were compared to grade taught (R = 0.23, p = 0.01) and to years teaching (r = 0.13, p = 0.04). Further research is recommended in order to isolate any confounding variables in order to obtain a better understanding of the relationship between NCLB and teacher self-efficacy. The findings of this research are significant for positive social change in that an improved understanding of the relationship between perceptions of NCLB and teacher self-efficacy will improve a teacher's ability to achieve academic goals. This improved understanding has the potential to benefit teachers, school administrators, parents, and ultimately students in the achievement of academic goals targeted by NCLB. [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.]