The purpose of this qualitative narrative study was to explore educators' perceptions of the conditions that might generate collective teacher efficacy within teacher teams so that educational leaders and teachers can attend to and foster these conditions within their buildings. This study explored teacher perceptions regarding certain conditions, through the lens of Donohoo's (2017) six enabling conditions for collective teacher efficacy: (1) advanced teacher influence; (2) goal consensus; (3) teachers' knowledge about one another's work; (4) cohesive staff; (5) responsiveness of leadership; and (6) effective systems of intervention, that work towards the development of group efficacy within teacher teams to benefit student achievement. The participants in this study were teacher teams in Missouri serving in kindergarten through fifth-grade buildings, who exhibited high levels of collective efficacy within their teams. Through this qualitative process, this study recognized building leaders and teams of teachers must be intentional in implementing and fostering certain conditions in order to work towards high levels of collective efficacy within their teacher teams and schools. This study identified teacher perceptions about what conditions hold value in developing high levels of collective efficacy over others, providing insight to how certain conditions can help or hinder this development. [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.]