This mixed methods research examined the impact of professional development on teacher self-efficacy and collective efficacy beliefs with respect to applying techniques from "Teach Like a Champion 2.0". Increasing research shows there is a positive correlation between student achievement and high levels of teacher self-efficacy. Studies on teacher preparation acknowledge the role professional development plays on both teacher self-efficacy and collective efficacy beliefs. Additionally, research-based best practices like the techniques found in "Teach Like a Champion 2.0" have been established as behaviors of highly efficacious teachers. The study assessed teacher self-efficacy and collective efficacy beliefs, provided research-based professional development, reassessed self-efficacy and collective efficacy beliefs, and measured the impact. It was hypothesized that by providing research-based professional development exposing teachers to research-based best practices, teacher self-efficacy and collective efficacy would be positively impacted. Although small in scope, this study provided insight into the role research-based professional development has on teacher self-efficacy and collective efficacy beliefs. Overall, teacher self-efficacy beliefs showed a significant increase, while collective efficacy beliefs showed a marginal difference. [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.]