Abstract
Past research has shown that teachers who feel that they are effective display characteristics that indeed make them more effective (Bandura, 1996). Researchers have also studiedfactors that determine what activities increase self-efficacy and what decrease it. The purpose of this study is to investigate teacher self-efficacy in regards to teaching beginning reading to English Language Learners as well as English only students and to examine factors that may have influenced teachers examine self-efficacy. The data gatheredfrom the study revealed that the most prominentfactors influencing teacher self-efficacy to teach beginning reading are field experience involving mentor teachers and on-going staff development training throughout the career of the teacher. It was also concluded that teachers' are more efficacious when teaching English only students beginning reading as opposed to English Language Learners regardless of the factors influencing their self-efficacy.