As schools make a shift to standards-based grading to ensure greater equity and clarity of expectations and more transparency in reporting progress on academic and behavior expectations, teachers are required to adopt new practices. Understanding the impact such a change has on teachers' sense of self-efficacy and effectiveness in the classroom is critical so teachers can be appropriately supported and thereby increasing the likelihood of a successful implementation. Interviews were conducted with eight teachers who had transitioned their grading and reporting practices from a traditional system to a standards-based approach. Evidence from this IPA study suggests that teachers, even those willing to make a change in their practice, experience a diminished sense of self-efficacy, and a changed notion of what it means to be an effective teacher in a standards-based grading and reporting system. Furthermore, this study reveals means for improving teachers' self-efficacy through staff development and collaboration as well as provides insights for leaders planning such transitions. [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.]