This study presents the results of an examination of teacher perceived self-efficacy (TPSE) in teaching practices and language instruction. The purpose of this study was to explore the relationship between middle school teachers’ self-efficacy in teaching practices and self-efficacy in language instruction and to determine if there is a difference in the perceptions of TPSE in teaching practices and language instruction among teachers based upon educational degree, years teaching, or teaching assignment. Due to limited research specific to this topic, and recommendations from a previous study, this work addresses the issue of TPSE in language instruction and teaching practices with an emphasis on the middle grades. This is a quantitative study with a non-experimental and correlational design. Teachers from three school districts in urban areas of southern California were asked to complete a survey regarding efficacy in four subscales: student engagement, instructional strategies, classroom management, and language instruction. Completed responses were collected from 72 teachers. Findings indicate that there is a significant positive relationship between TPSE in the four subscales. However, there are no significant differences in TPSE in student engagement, instructional strategies, classroom management, or language instruction between teachers by three levels of educational degree, four levels of years teaching, or four levels of teaching assignment. Although differences are not significant, findings do suggest that teachers have the greatest self-efficacy in classroom management and the least self-efficacy in language instruction. Three MANOVAs were performed simultaneously to determine if there are differences in individual subscales of TPSE, based on teachers’ educational degree, years teaching, and teaching assignment. Results indicate that, while there are no main effects on TPSE subscales student engagement, instructional strategies, classroom management, and language instruction due to educational degree or years teaching, there is a main effect on the four subscales of TPSE due to current teaching assignment. The result of a main effect due to current teaching assignment prompts further exploration into observations of the mean scores, specific to current teaching assignment.