Suburban poverty has significantly increased over the past decade, creating new challenges for teachers in suburban school districts. These challenges include teachers working with children who have housing and food insecurities or are homeless, family instability, chronic stressors, social and emotional struggles, lack of attachment or positive relationships, and lack school readiness skills. Poverty is one of the most significant factors affecting student learning and achievement; yet, despite increases in students from low-income families and the negative effects of poverty on student learning, there is very little research regarding suburban poverty. The purpose of this study was to expand the research related to suburban teachers' knowledge, beliefs, and efficacy regarding their students in poverty. This quantitative, descriptive survey study examined the knowledge, beliefs, and efficacy of teachers in seven northeast Ohio suburban school districts experiencing shifting demographics. The findings of this study suggest that teachers in suburban school districts have inadequate knowledge about poverty, may hold negative beliefs about poverty, and are least efficacious in engaging students in poverty. These results have substantial implications for professional development and hiring practices in suburban school districts that strive to provide a quality and equitable education for all students. [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.]