Mississippi has made significant gains in education over the past ten years. Yet, teacher attrition rates are still low impacting student achievement. This study was conducted to investigate if there is a significant difference in the sense of self-efficacy for teachers from suburban and rural, elementary and middle schools of Mississippi. Teacher self-efficacy has been found to be strongly related to lower attrition rates and positive student outcomes. However, self-efficacy is often not considered when creating plans for improving teacher attrition rate and student achievement. The purpose of this study was to identify factors that impact Mississippi teacher's self-efficacy. The Teachers' Sense of Efficacy Scale (TSES) created by Tschannen-Moran and Woolfolk Hoy was used to measure self-efficacy in three categories student engagement, instructional strategies, and classroom management. The focus of this research was to determine if location of school, teacher experience, or school level made a difference in a teacher's self-efficacy. The research found that experienced, elementary teachers from suburban areas had overall a higher self-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.]