What is interesting is virtual learning seems to go against the very nature of teachers and teaching. For example, many teachers are in the profession to change the lives of students, to have an impact, for interaction, to motivate and aspire students. Some teachers find that these are all diminished and even sometimes eliminated in the virtual environment. Given the expansion of K-12 virtual education across the United States, there is scarce evidence on virtual teachers' and their acclimation to this setting. Therefore, the purposes of this study were twofold: (i) identify and modify a scale for use in the virtual setting; and (ii), analyze the data collected from virtual teachers to describe and explore their sense of self-efficacy. This exploratory study found that a group of virtual teachers had a moderately high sense of self-efficacy. "T"-tests revealed significant differences between teachers' sense of self-efficacy scores and grade-level taught, content delivery, and prior participation in a virtual course. Multiple regression was used to show that virtual teaching experience (years), course content, and grade-level taught explained some of the variations in teachers' sense of self-efficacy composite scores. Furthermore, teachers' that incorporate synchronous and asynchronous lessons have a higher sense of self-efficacy than those that do not. In addition to providing evidence that supports the scale design and use, an unexpected finding emerged from this cross-sectional study: Teachers' age had strong positive correlation with overall teaching experience but there was no correlation between age and years of virtual teaching experience. On average, research suggests that teaching experience, gained over a career, is positively associated with student achievement. Therefore, it seems plausible that the quality of virtual courses could vary widely due to variations in virtual teachers' experience. With a better understanding of scale utilization, a profile of virtual teachers' perceptions and points for future research, researchers and practitioners can enhance instructional practices. [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.]