This research study is a quantitative study researching the impact of Missouri's Career Education professional development programs on teacher self-efficacy. This research study is outlined in five chapters. Each chapter discusses various issues and concepts related directly to career and technical education and teacher self-efficacy, including efficacy in student engagement, efficacy in classroom management, and efficacy in instructional strategies. Questions have frequently arisen concerning educator's perceptions of CTE teacher preparation, specifically regarding the impact on teacher satisfaction and retention. However, very little research has been conducted on the effects of Missouri's Career Education professional development programs on teacher self-efficacy. This study was organized based on the previous analysis, work, and reviews of educational theorists like Bottoms, Ingersoll, Darling-Hammond, and Wong. Utilizing the theoretical framework of Albert Bandura (1986), the Researcher focused on identifying factors that lead to teacher behaviors and motivations. "Teachers' self-efficacy, or their self-referent judgments of capability, have been considered a key determinant of teachers' effective functioning in the classroom" (Zee & Kooman, 2016, p. 478). Tschannen-Moran & Hoy (2001) suggest that teachers with a greater sense of self-efficacy are likely to reach desired student outcomes, even with students who areperceived to be challenging. The Researcher focused on the Missouri CTE population, specifically those CTE instructors who participated in a Missouri Career Education professional development program in the years 2017, 2018, and 2019. The Researcher collected data through an anonymous electronic survey distributed via email to Missouri CTE teachers. The survey utilized was the Teacher Sense of Self-Efficacy scale to analyze each of the 73 participants' teacher efficacy. The relationship between survey participants and teacher self-efficacy showed a statistical correlation between the TESE survey questions and their experience with Missouri Career Education professional development. In this study, the Researcher did not manipulate anything in the study and merely asked the participants to report on the survey questions; therefore, this study design is correlational and not experimental. Nevertheless, the findings are significant because of the 73 CTE teachers who completed the survey; results indicate moderate to high teacher self-efficacy. Therefore, the information found supports the previous research studies focused on retaining Missouri's CTE teachers and the professional development programs offered through the Department of Elementary and Secondary Education. [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.]