Quality induction programming for novice principals should promote experiences that build self-efficacy (Tschannen-Moran & Gareis, 2007). Critical induction experiences are necessary to prepare school leaders for the increasing demands of the role. In the ever-changing world of public education, the importance of high-impact experiences for new principals has never been more critical than it is today. The purpose of this qualitative study is to explore the experiences that develop feelings of self-efficacy in novice elementary principals. A descriptive approach was used to examine the perspectives of seven practicing elementary principals at various stages of their careers. Results from the study suggest feelings of self-efficacy increased when study participants described experiences related to four themes: Collective Teacher Efficacy, Positive School Culture, Supportive Relationships, and Emotional Self- Awareness. High-impact actions are offered as recommendations to increase principal self-efficacy, including prioritization of district-specific principal performance standards, continuous evaluation of principal induction programming, and a systematic review of principal mentoring programs. Additional conclusions and recommendations are included and may provide insight for school districts who strive to create effective induction programming for novice principals interested in elevating their own professional development. [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.]