A great deal of research has been conducted regarding spelling instruction at the early childhood and lower elementary levels, but not at the upper elementary level. This qualitative study explored the perceptions and experiences of upper elementary teachers to gain a better understanding of how they instruct spelling and their related self-efficacy (Bandura, 1977). One question guided this study: What are upper elementary teachers' experiences with spelling instruction? The researcher derived information from a series of three one-on-one semistructured interviews with eight upper elementary teachers in a Rhode Island upper elementary school. Bandura's (1977, 1997) self-efficacy theory served as the theoretical framework. This model explained that teachers' self-efficacy regarding spelling instruction was in part due to the lack of mastery experiences, vicarious experiences, verbal persuasion, and physiological states. This study also revealed that self-efficacy is not the only component that impacts teachers' spelling instruction; teacher knowledge also plays a role. [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.]