Teacher self-efficacy has been linked to student achievement. This quantitative study was conducted in order to compare teacher self-efficacy of homegrown teachers to other teachers in small rural schools in Missouri. The study used the Teacher Sense of Efficacy Survey (TSES) developed by Tschannen-Moran and Hoy (2001) to gauge a teacher's self-efficacy in the areas of student engagement, classroom management, and instructional strategies. Teacher survey respondents were grouped into three categories for comparison including homegrown teachers, nearly homegrown teachers, and transplanted teachers. The study also looked to find if teacher self-efficacy was impacted by the years of experience that a teacher had in their current rural school district for each of the groups of teachers. Results from the study suggest that homegrown teachers have a higher sense of efficacy than transplanted teachers in the area of student engagement. Years of experience in a teacher's current school district predicted teacher efficacy scores for transplanted teachers, but not for the other groups of teachers. [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.]