In 2012, nearly 50% of elementary visual art teachers were itinerant. Itinerant visual art teachers face unique challenges such as traveling between multiple schools that may influence their teaching effectiveness. Despite these prominent challenges, little research has addressed the relationship between the loss of teacher efficacy from working in multiple schools and pupil control beliefs. To address this gap, this quantitative descriptive examined the relationship among 3 independent variables of itinerancy, number of students taught per week, and number of classes taught per week on 2 dependent variables of teacher efficacy and pupil control beliefs. Guided by theories of teacher efficacy and pupil control ideology, data were collected online via SurveyMonkey from 88 participants including a confidential demographic survey, the Teacher Sense of Efficacy Scale, and the Pupil Control Ideology. Multiple regression and correlational analyses were the primary statistical strategies applied in this study. Results revealed 2 significant findings indicating that (a) non itinerant elementary visual art teachers exhibited higher overall teacher efficacy beliefs than did itinerant art teachers ( p = 0.03), and (b) a negative correlation existed between pupil control beliefs and teacher efficacy (r = -0.35). Investigating itinerancy and teacher efficacy are important to art supervisors, school administrators, and art teachers who desire quality and continuity in art instruction. This study contributes to social change and the existing literature by identifying itinerancy as a significant factor influencing teacher efficacy beliefs of elementary visual art 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.]