The purpose of this study was to determine if teacher self-efficacy is influenced by peer coaching in elementary mathematics. Survey, interview, and demographic data were collected from a purposeful sample of first year elementary mathematics teachers within a large, suburban school district located in southeast Texas. "The Teachers' Sense of Efficacy Scale" survey was used to determine teacher self-efficacy both pre- and post-peer coaching. One-on-one interviews further explored the challenges and perceptions of influential factors associated with the participants receiving peer coaching. Quantitative data were analyzed using a paired t-test, frequencies and percentages, while grounded theory utilizing an open and axial coding process analyzed the collected qualitative data. Quantitative analysis demonstrated teacher self-efficacy overall was not significantly influenced by peer coaching but was shown to have compelling influence on specific areas of teacher self-efficacy in relation to student engagement, instructional strategies and classroom management. The qualitative analysis provided supporting evidence that there are clear distinctions about factors that influence teacher self-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.]