This qualitative case study examined novice middle level teacher classroom management self-efficacy perceptions and the influence these perceptions had on the approach to instruction and classroom environment. The social cognitive theory and zone of proximal development theory described the experiences and perceptions of novice middle level teachers. Participants described their perception of approach to instruction, student engagement, and classroom management. Data collected from this study contributed to an understanding of the classroom management strategies and personal elements necessary to affect student motivation and learning in the classroom positively. Data collection procedures included the 24-point Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), semi-structured interviews, classroom observations, and university course catalogs. Data sources were analyzed, transcribed, and organized into codes. Content analysis identified any emerging themes across these data. The research questions for this study categorized identified themes. The results of this study indicated that participants (N = 5) perceived a direct relationship between personal self-efficacy beliefs and approach to instruction and classroom environment. Participants identified student teaching as the most beneficial aspect of teacher preparation for building classroom management self-efficacy. Participants implied more frequent time in a classroom during teacher preparation to allow for more exposure to classroom situations and student behaviors. Practicing classroom management strategies in real-time with students would benefit future novice middle level teachers. The findings of this study revealed that participants perceived themselves as having an active role in motivating and encouraging student learning within their classrooms; however, they described variables that made completing this task a challenge. Participants noted that balancing various learning needs in a classroom posed a challenge; however, participants agreed that providing enrichment to students posed the biggest challenge in meeting student learning needs. The participants identified behavior management as the biggest challenge in classroom management. Participant responses identified a flexible approach to managing student behaviors as most effective when working with defiant students. [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.]