The COVID-19 pandemic created a social-educational problem in understanding how novice teachers developed self-efficacy through technology amidst distance learning. Exploring the social-educational problem of novice teachers' liminality and construction of self-efficacy during coronavirus-related school closures is an emerging issue that justifies further research. A gap in research and understanding currently exists regarding novice teachers' establishment of self-efficacy and liminal experience as first-year professionals during COVID-19-related school closures. The purpose of this qualitative study was to explore how novice teachers developed self-efficacy through technology amidst the liminal first-time experiences of distance learning. To explore this topic, three concepts were used: the theory of self-efficacy through mastery experiences, the theory of liminality, and the theory of innovation. To collect data for this study, 10 novice teachers in a Pacific Northwestern state were recruited through professional networking to take part in a semistructured interview. Data was analyzed by conducting three rounds of coding and drawing conclusions in relation to the research questions. Results of this study affirmed that novice teachers developed self-efficacy via technology in innovative ways amidst COVID-19 school closures and confirmed that examining the liminal experiences of novice teachers can provide insight into educational improvements for preservice teachers. This study could have a positive impact on social change by better preparing new teachers to use technology innovatively to serve students both in the classroom and via digital instruction. [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.]