This dissertation study investigated the relationship of a 1:1 initiative with integrated digital learning teacher professional development and teacher self-efficacy. Proprietary survey data from PivotPoint Business Solutions was used to examine if a relationship existed. Phase 1 data were collected in the fall of 2016, prior to the 1:1 initiative. Phase 2 data were collected in the spring of 2016, after the 1:1 initiative was in place. Specifically this study investigated if scores on the "Change Diagnostic Index" (CDI) survey increased between Phase 1 and Phase 2. Thirty-eight seventh and eighth grade teachers at one middle school in Texas were invited to participate in the online "Change Diagnostic Index" survey in both phases of the study. Factor analyses were performed to analyze the quantitative data to test a change in teacher efficacy. There were no significant differences between pretest and posttest data, which did not follow the pattern based on prior data collected using the CDI survey. The results of this study suggest that pre-implementation strategies can be effective in providing stability and leveling teacher efficacy. Carefully planned, integrated digital learning teacher professional development was shown to prepare teachers for the 1:1 initiative change on their campus, which prevented a decrease in teacher efficacy. [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.]