The purpose of this mixed-methods study was to examine principals' perspectives on the impact of Tennessee Teacher Residency (TTR) residents on their school's culture and student achievement. The researchers explored TTR program residents' perspectives of teacher self-efficacy, culturally responsive classroom management self-efficacy, mentoring, and program satisfaction. Researchers engaged principals (n = 11), current residents (n = 11), and past residents (n = 23) who worked with TTR during the 2018-2019 through 2022-2023 school years. Data were collected in various forms, including interviews with principals, a researcher-created questionnaire, and archival surveys to gather perspectives of administrators and TTR current and past residents. The researcher-created questionnaire included the short form of Tschannen-Moran and Woolfolk Hoy's (2001) Teachers' Sense of Efficacy Scale and Siwatu et al.'s (2015) Culturally Responsive Classroom Management Self Efficacy Scale. Findings suggested principals had positive perspectives on the impact of TTR residents on their school culture and student achievement, and residents had positive perspectives related to their experience with their mentor. Findings regarding residents' perspectives of teacher self-efficacy, culturally responsive classroom management self-efficacy, and satisfaction with the TTR program were mixed. While no statistically significant results were noted regarding the relationship between both self-efficacies and TVAAS, descriptive data from survey results showed that TTR past residents perceived scores on both self-efficacy scales positively impacted their TVAAS scores. Additionally, results indicated a positive relationship between the individual teacher self-efficacy subscales (self-efficacy of student engagement, self-efficacy of instructional strategies, self-efficacy of classroom management) and culturally responsive classroom management self-efficacy. [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.]