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A promising new teacher self-efficacy instrument, the Ohio State Teacher Efficacy Scale (OSTES) (M. Tschannen-Moran and A. WoolfolkHoy, in press) was critically evaluated regarding its development and submitted to confirmatory factor analysis (CFA). Participants were 183 inservice teachers in Texas and Washington, DC, most of whom taught primary grades. The hypothesized three-factor structure was not supported by the CFA, but a two-factor correlated structure was retained, which consisted of the Efficacy in Student Engagement and Efficacy in Instructional Practices factors. The third factor, Efficacy in Classroom Management, was eliminated in the strongest two-factor model. Recommendations are made to: (1) further refine the OSTES by removing the third factor; (2) seek increased use of CFA methodology in teacher efficacy instrumentation and (3) foster stronger exploratory factor analytic strategies, particularly regarding factor retention. The instrument is attached. (Contains 2 tables, 5 figures, and 51 references.) (SLD)