The challenges encountered by middle level learners have been well documented and have proven to have an impact on student motivation. Further complicating this time in a student's life are the demands placed on them to gain mastery through assignment in a remedial environment. However, attaining mastery can be limited by teacher self-efficacy and student attributional belief systems that may influence motivation. The purpose of this study was to study the interaction between teacher self-efficacy beliefs about learning and their remediation expertise. More specifically, this study attempted to explore the relationship between the attributional interpersonal and intrapersonal motivational dimensions of students and teacher self-efficacy in a Response to Intervention and Instruction (RTII) environment. The researcher utilized the Teacher Self-Efficacy Scale Survey, (Woolfolk & Hoy, 1990), the Causal Dimensional Scale II, (McAuley, Duncan & Russell, 1992), field observations using a modified version of the Classroom Observation Protocol designed by Alessi in 1998, and semi-structured interviews of all participants. This data was then triangulated to reveal a lower score for self-efficacy to motivate students by one teacher participant that lead to a greater percentage of negative feedback and lower percentage of on-task behaviors of students. On the other hand, the other teacher participant revealed a lower score for self-efficacy in classroom management and demonstrated a higher percentage of positive feedback and a higher percentage of on-task behaviors of students. [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.]