In this study, we explored dimensions ofa teacher’s experience with formal language study, time spent abroad, and levels of bilingualism as factors that relate to their personal teaching efficacy beliefs using a purposeful sample of teachers from North and South Carolina working with English Language Learners in the mainstream classroom. Our statistical results from independent sample t-tests and Analysis ofVariance (ANOVA) support the need for all educators working in diverse classrooms to commit to long-term formal foreign language study.