Elementary teachers continue to endure increased pressure as additional weights are pressed from state requirements and recommendations, local and national social burdens heighten, and confrontation with increased student needs persist; yet support structures devised for teachers to be able to enact transformational leaps lack. Questions guiding this study derived from an overarching inquiry around developing teacher efficacy that can encompass dynamic pedagogical approaches to make curriculum more relevant to students. The purpose of this two-cycle action research study was to investigate and develop teacher efficacy on adapting to these changing needs, and to determine how to utilize this rich resource in ways that work to enhance student outcomes through innovative practices for the K-6 learners at a rural Pennsylvania public school. Data collected in Cycle 1 consisted of 13 semi-structured interviews and a focus group session made up of in-service K-6 educators contracted at this rural elementary school. This process allowed for perspectives on existing structures and mindsets to be shared. Subsequent analysis and collaborative discussions with participants were paired with an extensive literature review, resulting in the Cycle 2 action step. This included the creation and implementation of a Critical Friends Group and provided participating teachers with a platform for collaborative learning and reflection through structured interactions and enhanced experience using established protocols. Findings suggest that: (1) when teachers are provided a professional learning opportunity with organized collaborations, influential and knowledge-building discussions are enabled; (2) teachers are empowered to turn described barriers into actionable goals; (3) teachers increase opportunity to experience powerful moments of critical reflection through dissonance; and (4) when professional mindsets are challenged to be open to other potentials, purposeful attention is placed on instructional craft that focuses on lived needs and creates the conditions for enhanced student outcomes. From these, implications include teachers' work outside of the classroom, teacher-led professional learning and lived needs, and curriculum and instructional methods. [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.]