Teacher efficacy is a major determinant of teacher behavior with efficacious teachers providing a better quality of teaching compared to less efficacious teachers. Therefore the purpose of the current study was to determine if a year long professional development training intervention in the Exemplary Physical Education Curriculum (EPEC) increased teacher's efficacy to use EPEC. Forty-seven teachers participated in the following 3 groups: Group 1 (n=15) consisted of experienced teachers, Group 2 were relatively inexperienced teachers (n=15) and Group 3 (n=17) constituted the control group. Groups 1 and 2 received year long training in how to teach EPEC as well as in how to use computers and pedometers to facilitate their teaching. Both intervention group teachers completed 4 subscales of EPEC efficacy based on EPEC objectives in physical fitness, knowledge, social and personal skills, and motor skills 5 times over the course of the academic year. The control group completed measures at time 1 and 5. A repeated measures analysis of variance revealed a variety of significant results. For EPEC physical fitness objectives, a time by group interaction, (F (2, 44) = 25.09, p<.001, eta squared; ç = .53) indicated that experienced teachers (ET) (M=7.6 to M=8.7) and inexperienced teachers teachers (IET) (M=5.9 to M=9.0) compared to control teachers (CT) (M=7.6 to M=3.1), increased their efficacy. For EPEC physical activity knowledge objectives, a time by group interaction, (F (2, 44) = 30.69, p<.001, eta squared; ç = .58) indicated that ET (M=7.9 to M=9.3) and IET (M=5.9 to M=9.2) compared to CT (M=8.5 to M=3.6), increased their efficacy. For EPEC motor skill objectives, a time by group interaction, (F (2, 44) = 31.50, p<.001, eta squared; ç = .59) indicated that ET (M=7.8 to M=8.9) and IET (M=6.2 to M=9.2) compared to CT (M=8.2 to M=3.2), increased their efficacy. For EPEC personal and social skill objectives, a time by group interaction, (F (2, 44) = 31.20, p<.001, eta squared; ç = .59) indicated that ET (M=8.0 to M=8.9) and IET (M=6.4 to M=8.8) compared to CT (M=9.1 to M=3.3), increased their efficacy. The results suggest that the EPEC training was effective in enhancing teacher efficacy.