There is an increase of English language learners (ELLs) in public schools, and a need to examine how teachers are dealing with this new challenge. Few studies exist where mainstream teachers' beliefs regarding their ability to teach ELLs are examined. The purpose of this study was to determine if years teaching, gender, having English as a native language, speaking a second language, and receiving training relating to ELLs were predicators of ELL teachers' efficacy beliefs in one school district. Researchers have found that teacher self-efficacy beliefs can influence teaching behaviors in the classroom. The psychological construct of teacher efficacy is grounded in the social learning theory and the cognitive social learning theories, which focuses on the learning that occurs within a social context and is the theoretical foundations that guided this study. One hundred forty-two participants took part in the quantitative cross-sectional research using a Likert-scale, Teacher Efficacy for Teaching English Language Learners (TETELL) survey, sent to mainstream teachers at 23 elementary schools to assess their beliefs about the challenges faced when instructing ELLs. The data collection lasted three weeks and the statistical technique of multiple linear regression was used to evaluate the relationship between the variables. Three factors were generated from the survey during the analysis: instruction/classroom management, social cohesion, and motivation. All three multiple linear regressions with TETELL subscales were not significant; demographic variables did not successfully predict any of the TETELL subscales. Implications for social change includes on-going professional development in second language acquisition, diversity, and ELL pedagogy that would give teachers greater competency.