There is a teacher shortage in Oklahoma. To address this teacher shortage, the Oklahoma Department of Education has eased restrictions by providing an alternative pathway into the classroom called emergency-certification. The lack of traditionally prepared teachers entering the profession, coupled with untrained emergency-certified teachers entering the classroom instead, impacts students across the state. The purpose of this qualitative case study was to examine emergency-certified teachers' perceived sense of self-efficacy regarding their teaching pedagogy and classroom management in a rural Oklahoma district. Ten participants were chosen from six different rural school districts in eastern Oklahoma. Each participant was in either their first or second year of being emergency-certified. These participants shared their sense of self-efficacy regarding their pedagogy and classroom management through semi-structured and focus group interviews. The findings revealed that emergency-certified teachers initially exhibit low pedagogical and classroom management self-efficacy. However, as these teachers accumulate mastery experiences, build quality relationships with their students, and receive support from established systems within their school, their own sense of self-efficacy improves. The findings serve as guideposts for emergency-certified teachers who enter the profession with a low sense of teaching self-efficacy and the school districts that employ them. [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.]