Many teachers encounter low efficacy resulting in difficulty providing effective instruction, low levels of job satisfaction, and a greater chance of depression (Bandura, 1993; Cansoy & Parlar, 2018; Chung & Chen, 2018). The purpose of this qualitative interpretive phenomenological study was to explore the efficacy experiences of elementary reading teachers who use a reading workshop instructional method at selected schools in the Southeast of the United States. Five elementary reading teachers from three different schools shared their experiences through semistructured one-on-one interviews and a focus group session. The interview questions targeted the constructs of Bandura's (1993, 1997) self-efficacy theory, which was developed to explain human behavior. The interview questions explored mastery experiences, vicarious experiences, verbal persuasion experiences, and elementary reading teachers' physiological and affective states while using a reading workshop instructional method. Themes of professional growth, student growth and motivation, mentors, collaboration, feedback, and enjoyment and fulfillment emerged. The study concludes that: (1) teachers are willing to work hard and persevere with challenging instructional methods if they perceive them to be beneficial; (2) efficacy for teaching reading through a reading workshop instructional approach grows over time; (3) teachers push themselves to continue to learn when their administrators respect them as professionals; (4) teachers can gain vicarious experiences through conversation; and (5) teachers' attitudes and feelings may transfer to their students. Future research could explore teachers' efficacy experiences in other content areas such as math and science in secondary schools, and investigate the intersection of instructional methods and teacher efficacy. [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.]