The purpose of this qualitative descriptive study was to describe how teachers perceive the value of professional in-service training and whether this training improved their self-efficacy when teaching ELL students in elementary schools in the Eastern School District in New York State. Utilization of Bandura's social cognitive theory occurred in the research. The two research questions that guided the study include, "How do teachers describe their self-efficacy experiences while teaching ELL students?" and "How do ELL teachers describe the value of teacher training and its influence on their self-efficacy?" The two research questions helped to describe the phenomenon of ELL teacher's self-efficacy in elementary school setting with a particular focus on professional in-service training. The 13 elementary school teachers described their self-efficacy experiences while teaching ELL students, the value of teacher training, and its influence on their self-efficacy. The use of open-ended interviews, demographic surveys, artifacts, documents, and researcher memos occurred in this research. The use of NVivo software facilitated data organization. Data analysis occurred through thematic analysis of collected data. Results from data analysis indicated that educators face various self-efficacy experiences while teaching ELL students. One of the examples would be seeing that ELL students are able to understand, comprehend, and write independently. The teachers value the training and feel that this training influences their self-efficacy. Training helps them to be better teachers to ELL students and become understanding to the needs of all students, including ELLs. [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.]