The Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards specifically require school counselors to be competent in the use of effective classroom management strategies, differentiated instruction, and in designing school counseling core curriculum. While the existing inquiries have contributed significantly to the school counseling knowledge base regarding classroom management, our field lacks adequate research specific to the classroom management self-efficacy of elementary school counselors. This quantitative study utilized the School Counselor Self Efficacy Scale, the Teachers' Sense of Efficacy Scale, and a demographic questionnaire to collect data from a cross-section of elementary school counselors working in Virginia public schools. Differences in elementary school counselors' self-efficacy in classroom management were examined across the following variables: (a) working in schools with a recognized ASCA model program (RAMP) designation, (b) working in a setting that uses school-wide positive behavioral interventions and supports (SWPBIS), (c) prior teaching experience, and (d) years of counseling experience. Analysis showed that elementary school counselors working in schools that participated in SWPBIS had significantly higher classroom management self-efficacy than did school counselors working in schools that did not implement SWPBIS. Surprisingly, elementary school counselors in schools designated as RAMP had significantly lower classroom management self-efficacy than those working in schools without RAMP status. No significant differences in classroom management self-efficacy by years of counseling experience or prior K–12 teaching experience were evident. Implications of these findings are discussed. / Doctor of Philosophy / Well-managed classrooms make it easier for school counselors to effectively deliver school counseling core curriculum (SCCC) to address the social, personal, academic, and career-related needs of a large number of students at a time. Questions have been raised regarding factors that influence the performance of school counselor roles, and a number of researchers have reported counselor self-efficacy, a person's belief in their ability to execute behaviors necessary to produce specific performance, as critical for effectively carrying out school counseling tasks. While existing inquiries have contributed significantly to the school counseling knowledge base regarding classroom management, little is known about the classroom management self-efficacy of elementary school counselors. The purpose of this quantitative research study was to explore the classroom management self-efficacy of elementary school counselors delivering SCCC lessons in Virginia schools. Data were collected using the School Counselor Self-Efficacy scale, the Teachers' Sense of Efficacy Scale, and a demographic questionnaire. Findings showed that classroom management self-efficacy scores differed among elementary school counselors working in schools that implement school-wide positive behavioral interventions and supports (SWPBIS) compared to those working in non-SWPBIS schools. Similarly, classroom management self-efficacy levels differed among counselors working in schools with recognized ASCA model program (RAMP) designation and counselors working in non-RAMP designated schools. Elementary school counselors who received training in classroom management had higher classroom management self-efficacy scores compared to those who did not receive training in classroom management. No significant differences were found in classroom management self-efficacy by years of counseling experience or prior K–12 teaching experience.