The purpose of this study was to examine factors that may influence middle school choir directors' (MSCDs) sense of self-efficacy. Survey participants (N = 448) who were members of one of three private and active MSCD social media groups completed a questionnaire designed to elicit responses about their senses of self-efficacy and demographic information. The highest rated items were about the ability to provide alternative explanations for confused students and to get students to follow classroom rules, while the lowest rated items were about assisting families in helping their children do well in school and motivating students who show low interest in schoolwork. A two-factor analysis accounted for 49.11% of the variance in which Factor 1 was related to teacher and classroom structures and Factor 2 was related to student and familial structures. For Factor 1, MSCDs who taught in public schools had higher outcomes than other colleagues. For Factor 2, MSCDs who taught in urban schools had higher outcomes. Effect sizes for both analyses were very low, which indicates a need to interpret these findings with caution and to further examine MSCDs' experiences. Specific implications for practice and future research are discussed.