High levels of teacher self-efficacy are positively correlated with more job satisfaction, less burnout, and a greater commitment to the profession, however sources of teacher self-efficacy outside of teacher preparation programs are rarely examined. Because formal teacher preparation programs and alternative teacher certification pathways account for only some of the variance in teacher self- efficacy, it is important to consider other informal, non-academic sources. This 2- phased mixed methods study explored the relationship between residential camp counseling experiences, and teacher self-efficacy and relational self-efficacy in teacher-student relationships. The camp industry is the only social institution that reaches more children than the school system. Despite the parallels between schools and camps, and the transferable skills gained from working at a residential camp, there is no research on the residential camp experience as a source of teacher self-efficacy. The objective of this study is to determine if there is a significant difference in teacher self-efficacy and/or relational self-efficacy in teacher-student relationships, and residential camp counseling experience. In addition, this study sought to uncover if there is a correlation between teachers' perceived level of mastery experience working as a camp counselor and their self-efficacy. The final goal of this study is to discover the ways in which teachers perceive a relationship between their residential camp counseling experience and teacher self-efficacy and/or relational self-efficacy in teacher-student relationships. This 2-phase study included a survey employing both the Teachers' Sense of Self-Efficacy Scale and the Teachers' Relational Efficacy Scale followed by semi- structured interviews. The survey revealed differences in overall teachers' self- efficacy, efficacy in classroom management, efficacy in instructional strategies for participants with eight or more weeks of residential camp counseling experience in a shared living environment with campers. Differences were also found in overall teachers' relational efficacy, efficacy in building relationship building activities, and efficacy in building relationships with struggling students for those with residential camp counseling experience. Interviews supported these findings; participants attributed their relational skills, and comfort working with and supervising children, to their residential camp counseling experiences. [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.]