Closing the achievement gap among the nation's minority and White students is a priority for school superintendents, principals and teachers across the nation. The national concern is that current educational trends may affect the nation's economic position if minority students continue to lag behind White students in academic achievement and high school completion rates. Research has found that teachers who report high teacher efficacy are more successful with students from diverse student populations. Teacher efficacy is cited as one variable that has been consistently linked with student achievement. The purpose of this research study was to examine the relationship between teachers' sense of self-efficacy and minority achievement. A quantitative research designed was applied using The Teachers' Sense of Efficacy Scale (TSES) to measure self-reported teacher efficacy. The survey measured three constructs of teacher self-efficacy, which were classroom management, instructional strategies and student engagement. The sample for the study consisted of middle school teachers from an urban Georgia school district. Student data were collected from the results of the Georgia Criterion Reference Competency Test (CRCT) scores for students taught by teachers who participated in the study. Correlation analysis and descriptive statistics were applied to analyze the data. Overall, the results of this study were mixed and did not lead to any consistent findings suggesting that teacher reported self-efficacy ratings have an impact (positive or negative) on student performance on the Georgia CRCT in English/language arts, mathematics, science and social studies. However, the study discovered the teachers from the school in the study presented a high level of collective teacher efficacy.