Purpose and Method of Study: The purpose of this nonexperimental quantitative study was to determine the level of teacher self-efficacy and the relationship between teacher self-efficacy and Classroom Assessment Scoring System (CLASS) ratings among CAP Tulsa teachers. Descriptive analysis was utilized to identify the level of teacher self-efficacy and the level of teacher-student interactions based on CLASS ratings. Pearson's correlation coefficient was utilized to investigate the relationship between teacher self-efficacy and CLASS ratings. The data used in this study was collected between 2014 and 2016 by the University of Oklahoma's Early Childhood Education Institute (ECEI). To ensure confidentiality and anonymity, the data were deidentified prior to receiving it from the ECEI. Findings and Conclusions: Descriptive statistics indicated teacher self-efficacy levels and the quality of teacher-student interactions. Teachers reported a high average Overall Teacher Self-Efficacy (OTSE) score of 7.464. The data suggests that teacher self-efficacy scores increase with years of experience. CLASS ratings suggest that CAP Tulsa provides a moderate-quality classroom experience. Pearson's correlation coefficient revealed the Classroom Management factor and OTSE to be possible predictors for CLASS ratings. [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.]