Efficacy cognitions are major determinants of behavior. Efficacious teachers employ effective problem solving skills, manage their emotions, work hard, and persist in the face of failure and frustration. Given the value of instilling efficacy, the purpose of this quasi-experimental field study was to determine if two different forms of professional development training in EPEC resulted in increases in teacher efficacy to teach EPEC objectives. Fifty teachers who had previously participated in a one-day EPEC training (in the past six years) participated. Teachers were divided into three groups. Group 1 (n = 15) and Group 2 (n = 15) teachers participated in a second 6-hour workshop, and Group 1 teachers also participated in two additional 6-hour workshops, and received mentoring via at-school visits and demonstration lessons by teachers experienced in teaching EPEC. Teachers in Groups 1 and 2 received equipment necessary to teach all EPEC objectives. Group 3 teachers (control; n = 20) received no training beyond the past one-day workshop. All teachers completed pre and post training EPEC objective efficacy scales. Based on EPEC objectives, EPEC efficacy specific scales were developed to determine teachers’ efficacy to teach each of the objectives in all four content domains: fitness, activity-related knowledge, motor skills and personal/social skills. Internal reliabilities were adequate as alphas at pre and post were as follows: Fitness (.88, .88), Knowledge (.76, .69), Motor skills (.93, .93) and Personal/Social Skills (.90, .92). A repeated measures analysis of variance indicated no differences between the groups at pre-test. There were significant between group differences (p < .05) at post-test in the expected direction as efficacy increased. Follow-up tests indicated significant differences between both training groups and Group 3 for personal/social skills efficacy (Group 1; M = 9.2: Group 2; M = 9.3: Group 3; M = 8.2). There were no differences between Groups 1 and 2. There were also significant between group differences at post-test for activity knowledge efficacy. Follow-up tests indicated a significant difference between Group 2 (M = 9.3) and Group 3 (M = 8.2). Group 1 (M = 9.2) and Group 3 (M = 8.2) differences approached significance (p < .07). These findings support the efficacy building properties of the EPEC curriculum-training program in the areas of personal/social development and activity related knowledge. They also reinforce the need for professional development to go beyond one-day workshops by providing on-going learning opportunities and the equipment resources to supplement efficacy increases.