The purpose of this qualitative case study was to understand how utilizing the Core Knowledge Sequence and aligned curricular resources influenced teachers' perceived self-efficacy for a sample of Arizona elementary charter school teachers. The sample for this study was a convenience sample of 15 elementary teachers, who were currently implementing the Core Knowledge curriculum at a K-5 charter school located in Arizona. The conceptual frameworks of self-efficacy and curriculum implementation laid the foundation for this study. The analysis of semi-structured interviews, questionnaire data, and documentation review provided evidence to answer the research questions. Thematic analysis of interview data resulted in six emergent themes. These themes were corroborated by descriptive statistics calculations for the quantitative questionnaire as well as content analysis carried out on the documentation data. This study provided evidence that the Core Knowledge Sequence influenced teachers' efficacy beliefs by providing a curricular framework, flexibility for implementation, and a community of support. This study also found that utilizing Core Knowledge aligned curricular resources influenced teachers' perceived self-efficacy in terms of their preparation and implementation of the curriculum and resource availability. Teacher beliefs, characteristics, and growth was also a factor in how Core Knowledge influenced teachers' efficacy beliefs. This information is important for leaders in education looking to adopt a cumulative, content-specific curriculum, as well as for teachers in terms of understanding how curriculum is a contributing source of their efficacy beliefs. [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.]