The last five decades of educational research have shown the construct of teacher self-efficacy is related to student achievement: the higher the efficacy of the teacher, the greater the impact on the student. Additionally, teachers who demonstrate more of a growth mindset---a belief a person's intelligence can change---than a fixed mindset---a belief intelligence is fixed and cannot change---have a greater impact on student achievement. The purpose of the current study was to examine the relationship between self-efficacy and mindset by measuring the self-efficacy and mindset of high school teachers who teach in a high performing school district. The current study was conducted with a sample of high school teachers in a large, high performing school district in North Texas. The participants were teachers from five high schools, Grades 9-12 (N = 234). The instruments used in the current study were the Teacher Sense of Self-Efficacy (TSES), and the Teacher Mindset Instrument (TMI). A Pearson correlation multiple linear regression analysis revealed teacher mindset has a moderate positive relationship with student engagement, instructional strategies, and classroom management when run individually. However, when all three subscales are included in the model, only student engagement has a significant relationship with mindset, indicating that student engagement has a greater potential positive impact on growth mindset than the other two factors.