The "A Nation at Risk" report was released in 1983 and enumerated systemic flaws in the U.S. education system, highlighting science education as an area of concern (Denning, 1983). Over a generation later, a new opportunity has emerged to improve science education for all students, and especially the youngest learners. The Next Generation Science Standards demand a shift in science instruction from isolated content to student-directed investigations and sense making (Krajcik et al., 2014; Wilson et al., 2015). This shift needs to take effect to give the next generation of students tools they need to solve the complex global challenges they will encounter. The purpose of this quantitative study was to investigate the relationship between elementary teachers' science teaching self-efficacy and the components of effective professional development as proposed by Darling-Hammond et al. (2017). The study aimed to contribute to existing literature relating to the influence of professional development on teaching self-efficacy, with a specific focus on science teaching self-efficacy in K-5 elementary teachers. The research design for this study incorporated the use of a new survey tool, measuring the extent to which K--5 elementary teachers agreed their experiences with Darling-Hammond et al.'s components of effective professional development were impactful, as well as their perceived efficacy in teaching science lessons that incorporate science and engineering practices, disciplinary core ideas, and crosscutting concepts. The results of this study show effective professional development has statistically significant and meaningful effect sizes on different dimensions on science teaching self-efficacy, with the greatest effect size observed on disciplinary core ideas, or science content. The findings and implications of this study are important for both researchers and practitioners because they reinforce previous findings about the influence of effective professional development. Moreover, the findings of this study can inform decision making at the federal, state, and local school district levels, ultimately improving the quality of science education in elementary schools. [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.]