This paper explores the impact on teachers' self-efficacy to teach statistics from a graduate course aimed to develop teachers' knowledge of inferential statistics through engaging in data analysis using technology. This study uses qualitative and quantitative data from the Self-Efficacy to Teach Statistics Survey (Harrell-Williams et al., 2013) to provide data about teachers' confidence to teach statistical topics. The survey was given to 27 participants from two different institutions before and after the graduate course. We found that participants' self-efficacy to teach statistics increased after participation in the graduate course and references to specific course activities will be identified. [For the complete proceedings, see ED583989.]