This study investigated former foster youths' lived experiences and perceived Teacher Efficacy as P12 educators in California. This study used Bandura's self-efficacy theory and funds of knowledge to shed light on the assets former foster youth bring to their classrooms and schools. Through the stories collected from the participants in this study, readers will begin to understand the experiences of former foster youth and the assets they bring to foster their self-efficacy in the classroom. One survey with 7 respondents and 2 semi-structured interviews with 3 participants were conducted. The analysis showed 10 themes relating to how educators who spent time in foster care leverage their past experiences in the classroom. Efficacy in student engagement was illuminated by the following three themes: (1) the Importance of Sharing Your Story to Positively Impact At-Risk Students, (2) ACEs Amplify the Urgency to Motivate Students, and (3) Educator ACEs Create a Desire to Support and Build a Family-Like Environment with Students. Efficacy in instructional strategies was illuminated with the following theme: Foster Youth Experience Impacts Instructional Decisions to Ensure Learning for All Students. Efficacy in classroom management was shown with the following theme: Foster Youth Experience Influences Building and Managing Safe, Student-Centered Classrooms. Within the category of overall teacher efficacy, the following three themes emerged: (1) Foster Youth Experience Elevates Confidence and Resilience as a Teacher, (2) Foster Youth Experience Impacts Who Educators Trust for Feedback, and (3) ACEs May Impact the Emotional Vulnerability of Adults. Two subthemes stemmed from an inductive sub-category within overall TE revolving around Educator ACEs as an Impetus to Positively Impact Student Well-Being: (1) Educator ACEs Reinforce the Importance of Being a Caring Teacher Who Educates the Whole Child, and (2) ACEs Cause Educators to Pay Close Attention to At-Risk Youth. Conclusions discuss increased confidence, feedback, educator ACEs impacting student well-being, being a caring educator, sharing their story to increase motivation, creating a family-like environment, effective teaching practice, incorporating student backgrounds, intentionality in the classroom, and preventative measures. [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.]