The purpose of this quantitative comparative study was to assess if and to what extent differences exist in teacher self-efficacy for implementing self-regulated learning (SRL) instruction (direct instruction, providing choices, providing challenges and complex tasks, and building in evaluation) between novice and veteran middle school teachers in the United States. The sample consisted of 170 participants (Novice n = 65; Veteran n = 105). Results from four independent samples t-tests revealed no significant differences between novice and veteran middle school teachers for the dependent variables of teacher self-efficacy for implementing SRL instruction direct instruction, t (168) = -0.688, p = 0.492, teacher self-efficacy for implementing SRL instruction providing choices, t (168) = -0.183, p = 0.855, and teacher self-efficacy for implementing SRL instruction building in evaluation, t (168) = -0.215, p = 0.830. A statistically significant difference was found in teachers' self-efficacy for implementing SRL instruction providing challenges and complex tasks, with veteran teachers (M = 23.50, SD = 3.593) scoring higher than novice teachers (M = 22.09, SD = 3.711). These results suggest that teacher experience does not significantly impact self-efficacy for the areas of teacher self-efficacy for direct instruction, providing choices, and building in evaluation. For the dependent variable of teacher self-efficacy for implementing SRL instruction providing challenges and complex tasks, data suggests that veteran teachers have a higher level of self-efficacy which could lead to differences in instructional decision making. Recommendations for educational practices based on these findings are discussed. [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.]