This study explored correlations between Virginia K-8 teachers' confidence in computer science (CS) teaching and their confidence in technology teaching using a quantitative, nonexperimental, explanatory research design. Two constructs of the Teacher Efficacy and Attitudes Toward STEM Survey (Friday Institute for Educational Innovation, 2012b) were used to measure participants' self-efficacy beliefs related to teaching technology and CS. Analysis of data revealed that participating Virginia K-8 educators' self-efficacy to teach CS correlated with their self-efficacy for technology teaching. Overall self-efficacy scores were slightly higher for technology teaching than for CS, reflecting Virginia's established technology integration initiatives. When differentiated by subject, however, teachers of multiple subjects whose course load included a stand-alone CS or technology elective class held significantly higher self-efficacy for CS teaching than for technology teaching, indicating that teachers driven by necessity can confidently integrate CS concepts even if they are not highly confident in technology teaching. K-8 non-STEM teachers reported the lowest interest and confidence for CS teaching. Further, results showed that technology professional development, CS integration practices, and background knowledge were mediating positive influences on self-efficacy. The results of this study support existing research related to teacher efficacy beliefs and add new knowledge to the field. Examining differences in CS self-efficacy among teachers by content area presents a new understanding of where CS is being integrated. Findings from this study may have important implications for school and district-level leaders implementing integrated CS education. [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.]