Teacher efficacy is closely connected to student achievement and teacher retention. The applied research explored how rethinking certain aspects of professional development would impact the efficacy of the teachers in an upper elementary building. The research program included two distinct components. School administrators redesigned after school professional development sessions in order to allow teachers to facilitate their own learning and lead sessions on areas of interest. The second component was a structural model that allowed early-career educators to visit other classrooms. Both of the components showed some promise for increasing teachers’ sense of efficacy, but the response from the after-school sessions was the most positive. The time together after school did the most for increasing the overall health of the school culture, a necessary component for improved efficacy and organizational change.