ABSTRACTCANDACE ELIZABETH MAZZE. Teacher self-efficacy and student learning: a case study of the implementation of Common Core State Standards in Mathematics in a parochial middle school (Under the direction of DR. COREY R. LOCK)In response to US student performance on national and international educational assessments, the National Governors' Association Center for Best Practices coordinated the development of Common Core State Standards in Mathematics and English Language Arts from grades kindergarten through twelve to provide a clear and consistent framework to prepare our children for college and the workforce (NGACBP, 2010). The adoption of the Common Core State Standards represents the first change to mathematics standards in North Carolina in over a decade. The process of curriculum change on the part of teachers not only involves an understanding and implementation of material and standards, but also the ability and willingness to adjust one's prior belief system and perceived abilities. Educators interpret curriculum change in varied ways--some see it as a substantial change in practice and adjusting instruction; others view it superficially, making very few changes. Student achievement barely improves during such ambiguity. This study examined teacher perceptions of the Common Core State Standards in Mathematics implementation at the middle school level to learn of the adoption and practice of new curriculum standards in terms of preparation, feelings of self-efficacy and perceived effects on student learning during the initial implementation year. Studying teacher perceptions and student performance in the sixth and seventh grades can provide insight to student learning and teachers' perceived abilities to teach under the recent curriculum change. The descriptions generated by the study's results can be useful in the planning and ongoing implementation of training and professional development specific to the Common Core State Standards in Mathematics in North Carolina.