Understanding what contributes to teacher well-being and self-efficacy holds promise in addressing burnout and attrition affecting school systems. Four late-career rural middle school teachers were interviewed using narrative inquiry to give their perceptions about what contributed to their self-efficacy. Semi-structured interview questions based on Bandura's sources of self-efficacy provided teachers with the opportunity to share their stories about their well-being and self-efficacy. Well-being, relationships, and interpersonal skills emerged as themes. Participants further broke these elements down into physical, emotional, and mental well-being, work-life balance, adult and student relationships, coping skills, and framing challenges. The nuanced findings from what long-term career teachers identify as contributing to self-efficacy and well-being have implications for both teacher retention and further research. [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.]