This study experimentally investigated the effect of training on faculty perceptions of teaching self-efficacy in first-year experience (FYE) courses at a two-year college. All faculty qualified and trained to teach FYE at a two-year college in Southwestern Pennsylvania were eligible for the study. Participants (n = 34) were randomly assigned into two groups, a control group (G1, n = 17) receiving no further training and a treatment group (G2, n = 17) receiving an enhanced training protocol. The enhanced training protocol included a series of four workshops given throughout the fall semester. Faculty perceptions of teaching self-efficacy were recorded pre- and post-test using the College Teaching Self-Efficacy Scale (CTSES), using two subscales of confidence and utilization. Additional data were collected along with the CTSES, including demographics, open-ended responses, and assessments. The pre-test revealed high-confidence and high-experience of the participants. Both groups (G1, G2) showed gains on the CTSES pre- to post-test. However, there were no treatment effects and no interaction effects. Time played a significant role in perceptions of confidence and total teaching self-efficacy. Additional data revealed the adequacy of FYE training is important in improving confidence and utilization of various pedagogical strategies shown in the literature to increase student success. [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.]