The purpose of this study was to understand the relationship between teacher efficacy and enthusiasm using a mixed methods approach. Efficacy as a construct was explored, along with understanding both the positive and negative drivers of that construct. The research was conducted to understand the following: the reliability and construct validity of efficacy and enthusiasm as measured constructs as used with this sample, whether there exist significant differences in both constructs with respect to, gender or race/ethnicity, in the levels of teacher efficacy and enthusiasm in our sample, the relationship between teacher enthusiasm and efficacy as measured and the predictive ability of enthusiasm in determining efficacy amongst other demographic variables captured in the survey. This study surveyed General Education teachers and Special Education teachers teaching various grade levels from an (anonymous) High School in a public school district in Connecticut to measure self-reported teaching efficacy and enthusiasm, along with other demographic and teacher attribute variables. [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.]