Mental health issues are a barrier to learning for many secondary students. Students with mental health issues need to be identified, and teachers, who see students daily, are essential in identifying, referring, and supporting students with mental health needs. There is scant literature on secondary teachers' self-efficacy in supporting secondary students' mental health and many teachers lack training and confidence in supporting secondary students' mental health needs. Therefore, this narrative study employs Albert Bandura's Social Cognitive Theory to gain insight as to how secondary teachers perceive their self-efficacy in supporting students' mental health needs. Key findings indicate teachers need more training and role clarification on their role in supporting secondary mental health. While teachers can play an essential role in supporting student mental health, this responsibility conflicts with teachers' perceptions of their role in the classroom, thus it is necessary for districts to provide training to ensure teachers understand their role in supporting student learning.