This qualitative holistic single case study examined the relationship between teacher agency and efficacy and how veteran teachers respond to transformative innovation. The problem addressed was that some veteran teachers strongly resist innovation, thereby hampering change initiatives and adversely affecting not only the veteran teachers but also their students and colleagues. The purpose of this study was to explore how veteran teachers represent the role of personal agency and efficacy in implementing, adapting to, or resisting significant change processes in their teaching environment and their perceptions of effective means of supporting both teacher agency and efficacy during transformative change processes. The guiding theoretical framework for the study was the intersection of social cognitive theory and self-determination theory. The study participants were veteran secondary teachers at a private Christian school in the southeastern United States; these teachers completed two surveys, participated in private, semi-structured interviews, and engaged in focus groups. The research questions addressed were (a) How do veteran teachers represent their response to and engagement in significant change initiatives regarding innovative pedagogy and instructional technology within their school? (b) How do veteran teachers represent the success or failure of their own efforts to resist change and/or to transform their pedagogy? (c) What roles do teacher agency and efficacy play in contributing to or hindering veteran teachers' assimilation of change processes intended to transform pedagogy? and (d) How can school leaders support veteran teachers during transformative change processes involving innovative pedagogy and instructional technology? Participant responses were analyzed via open coding in N-Vivo. The researcher found that veteran teachers represent their response to and engagement in significant change initiatives as concern for student welfare, commitment to learning, contentment, and confidence in God. Teachers felt successful in the change process when they were able to engage in meaningful collaboration with their peers and had ample time to prepare for change, and they evidenced agency and efficacy to overcome obstacles to successful change. Finally, teachers want administrators to support them during innovation by encouraging teacher voice, communicating clearly, protecting teachers' wellbeing, facilitating collaboration, observing teachers, and modeling servant leadership. [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.]