This study examines how teaching during the COVID-19 pandemic impacted teacher efficacy. The study employed the survey research design, using a sample of 59 Historically Black Colleges and Universities (HBCU) instructors/teachers. The study seeks to answer the research question: How did teaching during COVID-19 impact teachers' sense of efficacy as measured by the Teachers' Sense of Efficacy Scale (TSES) by Tschannen-Moran and Woolfolk? Data was collected through simple random sampling using the Teachers' Sense of Efficacy Scale (TSES) by Tschannen-Moran and Woolfolk, (2001) and was analyzed using crosstabulation analysis. The findings from this study differ from the findings of previous studies as it shows no difference between the efficacy of teachers who taught virtually and teachers who used the hybrid mode of teaching during the COVID-19 pandemic as they all had low beliefs about their efficacy for student engagement and instructional strategies.