The process of unpacking educational standards is one method elementary teachers can use to analyze the science standards they are required to teach in the classroom. However, it is not the only method for teachers to familiarize themselves with the science standards. The goal of this study was to determine if receiving formal training in unpacking science standards, unpacking the standards, completing an informal analysis of the standards, and other processes impacted elementary teacher science self-efficacy. The data for this study were collected through a survey of 96 teachers sampled from rural School District X. Multiple linear regression analysis was then used to determine to what extent formal training impacted elementary teacher science self-efficacy as measured by the Science Teacher Efficacy Belief Instrument (STEBI)-A survey. The findings indicate that receiving training in how to unpack the science standards--unpacking the standards and participating in other types of activities such as collaborative or inquiry learning--has a statistically significant positive impact on elementary teacher science self-efficacy. Thus, it is in the best interest of School District X to ensure that all teachers receive training in how to complete the unpacking process, that they unpack the standards and participate in a continuum of professional development opportunities during which teachers can collaborate on the true meaning of the standards and the methods best used in the classroom to ensure students learn what they need to know, understand, and do to demonstrate proficiency with the standards. [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.]