In this mixed-methods explanatory sequential design study, we examined the self-efficacy of elementary-grade reading literacy teachers in two urban public-school districts in Alabama. In Phase I, 312 elementary classroom teachers (20.0% response rate) completed the "Teacher Sense of Efficacy Scale" (Tschannen-Moran & Woolfolk Hoy, 2001). This 24-item instrument explored the overall self-efficacy and the domains of classroom management, instructional strategies, and student engagement. In Phase II, 12 teachers participated in focus groups to determine resources that enhance self-efficacy. Quantitative results yielded an overall rating of 7.13 on a 9-point Likert scale ranging from 1 (not at all) to 9 (a great deal). The t-test calculated no statistically significant difference for teachers' overall self-efficacy, instructional strategies, and student engagement. There was a statically significant difference classroom management self-efficacy for teachers overall (t = 2.72; p < 0.04). The qualitative focus group results revealed that specialized training, established rules and procedures, positive rewards, and continued parental support were resources that strengthened self-efficacy for classroom management. Triangulated analysis revealed teachers used rewards and praise to control disruptive behavior. Implications offered include allotting quality time for collaboration and training in classroom practices to further foster self-efficacy. We offered the educational leader insight into urban elementary reading literacy teachers' self-efficacy and suggest other urban communities explore the self-efficacy of their teachers. [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.]