This quantitative research was conducted to analyze three questions about self-efficacy related to elementary school teachers. First, research was analyzed to determine what effect years of experience have on teachers' self-efficacy related to teaching, if any, at three Title 1 schools in the southeastern United States receiving mandated LETRS literacy training. Second, research was analyzed to determine what effect years of experience have on teachers' self-efficacy in teaching reading, if any, at three Title 1 schools in the southeastern United States receiving mandated LETRS literacy training. Lastly, the researcher analyzed the relationship, if any, between the efficacies results of the Teachers' Sense of Self-Efficacy Scale Survey and the Literacy Teaching Efficacy Scale Survey at three Title 1 schools in the southeastern United States receiving mandated LETRS literacy training. The research was a correlational research design that used single-stage sampling. The methodology used was a quantitative survey sent to approximately 80 kindergarten through third-grade teachers at three Title 1 elementary schools in one school district of the southeastern United States. The teachers received the study from the researcher through their district email. Results were analyzed using an Excel spreadsheet. For this study, the research concluded that years of teaching did not have an effect on self-efficacy or teaching reading. In addition, in this study, the number of years of teaching experience significantly impacts teachers' and teachers' reading self-efficacy. This study also discovered that teachers' self-efficacy is low regarding parent involvement and reading instruction. [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.]