The purpose of this mixed methods study was to explore the self-efficacy of novice teachers in urban elementary schools from November to February and document a set of challenges that influenced their self-efficacy. Three elementary first-year teachers in a Midwestern urban school district participated in four research segments that each included a quantitative phase and a qualitative phase, thus, creating a repeated two-phase explanatory sequential mixed methods design. Phase One included the submission of the researcher-developed Novice Teacher Self-Efficacy Survey that was based on research literature.?The survey gathered each participant's self-efficacy ratings in four domains: General Teaching, Classroom Management, Lesson Planning and Differentiated Instruction, and Student Engagement.?Phase Two included a semi-structured follow-up interview that sought to understand the factors that influenced the self-efficacy ratings selected on each survey submission.?The data revealed that the self-efficacy ratings of the novice teachers from November to February were relatively high in the General Teaching domain, the Classroom Management domain, and the Lesson Planning and Differentiated Instruction domain, and were more neutral in the Student Engagement domain. Positive influences on efficacy ratings included (a) establishing good relationships with students; (b) observing student academic growth; (c) setting expectations and establishing routines; (d) using small group instruction; (e) planning instruction with colleagues; and (f) using questioning to engage students during instruction. Negative influences on efficacy ratings included (a) managing challenging student behavior; (b) difficulty scaffolding instruction; and (c) lack of relevance and student interest in curricular topics. The novice teachers claimed more professional development was needed around classroom management and supporting challenging student behavior. This study aimed to provide school administrators with a set of factors that seem to influence a novice teacher's sense of self-efficacy; such information provides insight for improving induction programs. Based on this study's results, school districts should focus their induction efforts on the following aspects of teaching: (a) classroom management and supporting student behavior; (b) building relationships and classroom community; and (c) planning for responsive, relevant, and engaging instruction. Districts should also assign roles of responsibility for induction tasks and ensure support sessions are regularly scheduled with novice teachers. [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.]