Historical and contemporary research has demonstrated that teacher efficacy is directly related to student achievement. As a result, maximizing teacher efficacy has become a prominent objective for professional learning in the 21st century. While episodic, large-group workshops remain the most common delivery method of professional learning, ongoing job-embedded approaches have risen in popularity and prevalence, specifically those that employ evidence-based practices such as peer observation, feedback, and reflection. The purpose of the current study was to investigate the impact that an innovative professional learning program consisting of both workshop-style and job embedded elements has on teacher efficacy. This was an ex post facto, non-experimental quantitative study. In one school district, a sample of teachers who participated in an innovative professional learning program completed the 12-item Teacher Sense of Efficacy Scale (TSES). A sample of teachers from the same district who did not participate in the program also completed TSES. The researcher gathered the data and measured the mean efficacy of each sample of teachers. Independent samples t-tests were performed to complete a comparison of means. The quantitative results did not reveal significant differences in mean efficacy levels between the samples. A qualitative analysis of an open-ended question was added to the current study. This analysis revealed that the teachers who completed the program were more likely to report that their professional learning experiences had an impact on their effectiveness as educators. [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.]