This was a qualitative study of highly effective, veteran middle school teachers and their attitudes toward self-efficacy, burnout, resiliency, content knowledge, professional development, and the use of technology. This study involved a group of veteran teachers that have proven, over the entirety of their careers, to be highly effective. They were respected by administration, colleagues, parents and the community. They have served as mentors, coaches, advisors, and leaders. As they approach their retirements, their role in a school community must be replaced. This study focused on the qualities they possessed when they were hired and how their professional careers matured resulting in the highly effective status. The participants were all from the same suburban school on Long Island, New York. All participants, selected by administration, were required to have more than 20 years of teaching experience, have above 85 percent mastery on their summative assessment over the last 3 years and have solid classroom management skills. Participants were asked to compare then current attitudes toward self-efficacy, burnout, resiliency, content knowledge, and the use of technology with their attitudes when they began their careers. One central theme emerged from each of the dimensions addressed. Building deep positive relationships with students and colleagues was the cornerstone of the participant's professional success. [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.]