The current study examines the impact of PBIS implementation on teacher self-efficacy (TSE) in elementary schools in Pennsylvania. Research questions evaluate (1) is there a significant difference between elementary teachers’ perceptions of self-efficacy in schools implementing PBIS with fidelity and matched comparison schools and (2) what, if any, relationship exists between classroom-level and teacher level variables and elementary teachers’ perception of self-efficacy in schools implementing PBIS. Participants completed a survey comprised of the Teachers’ Sense of Efficacy Scale and additional questions regarding demographics and classroom level PBIS practices. Results show neither a significant difference between elementary teachers’ perceptions of self-efficacy in schools implementing PBIS with a high level of fidelity compared to teachers in schools implementing PBIS with a low level of fidelity or a significant relationship did not exist between classroom-level and teacher-level variables and elementary teachers’ perception of self-efficacy in schools implementing PBIS. However, participants in both groups rated themselves has having strong efficacy feelings in all areas measured. This suggests that PBIS implementation, alone, may positively influence TSE and could be a direction of future research. Continued research into the possible connection between PBIS implementation and TSE would provide additional support for the implementation of the framework to improve TSE.