The purpose of this quantitative study was to examine the impact of blended professional development on teacher efficacy. The variables hours of blended learning, subjects taught, and years of experience were investigated. Additionally, teacher efficacy was analyzed across domains of student engagement, instructional practices, and classroom management. Multiple regression analyses were conducted, and the Teachers' Sense of Efficacy Scale was administered to 112 teachers to investigate the following research questions: (1) What is the relationship between teachers' self-efficacy and blended professional learning? (2) Is teacher efficacy influenced by the amount of time spent receiving blended professional learning, by the years of teaching experience, and by the subjects taught? Through analysis of the TSES, high efficacy scores were found across subscales of student engagement, instructional practices, and classroom management. Multiple regression analysis did not reveal significant findings that resulted in statistical significance. Recommendations and implications for future research includes development of protocols and guidelines for professional learning that support collaborative, teacher-centered practices that support enhanced 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/en-US/products/dissertations/individuals.shtml.]