This qualitative descriptive study aims to explore how secondary teachers describe how the course influenced their teacher efficacy and how their teacher efficacy influenced student performance. There is a problem space in the literature on the effectiveness of technology-supported learning in transforming teachers' behaviors and practices. A teacher efficacy theoretical construct that views external factors' relationship on shaping teacher efficacy was used to guide this study. Interviews and focus groups were utilized to gather data, along with a demographic survey. Convenience sampling was used to select participants based on their teacher status and location in Texas, grades taught, and experience of student growth. Reflexive thematic analysis was used to analyze the data. Data were hand-transcribed, and the MAXQDA data analysis software was utilized to cross-check codes. Findings supported a standard description that improved teacher efficacy is related to student improvement through consistent use of research-based practices, differentiation, relationship building, understanding student abilities, and measuring student growth using various assessment approaches. It was recommended that future research explore the relationship between improved teacher efficacy, assessment, or behavioral components of student growth. An additional future recommendation addressed mimicking the same study using elementary or middle school teachers. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]