This quantitative study examined the relationships between elementary teachers' perceptions of self-efficacy, school culture, and implementation of instructional strategies. The teachers were employed across four schools within one northern Texas school district. The data, collected through three different surveys, garnered teacher perceptions of the three variables. The surveys included the Organizational Health Inventory measuring school culture, the Teacher Sense of Efficacy Scale measuring teacher self-efficacy, and a self-generated survey collecting teacher perceptions of the implementation of instructional strategies. Seventy-nine of the 129 teachers completed the survey, a 61% response rate. Pearson product moment correlation coefficient analyses determined if significant relationships existed among teachers regarding the three variables. Based on the limitations of the study, the following conclusions were made regarding teacher perceptions: 1) A positive relationship existed between teacher self-efficacy and implementation of instructional strategies, 2) A negative relationship existed between school culture and implementation of instructional strategies, and 3) Little relationship existed between school culture and teacher self-efficacy. The results of this study both agree and disagree with previous studies. [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.]