<p>Changing the physical space of a classroom, such as implementing an outdoor classroom can impact teachers’ self-efficacy. Along with this change, teachers’ attitudes and beliefs about the new teaching space can influence their confidence in teaching. How teachers communicate their beliefs and attitudes about a situation can shed light on self-efficacy; however, the words and phrases teachers use have not been extensively examined in the literature. The purpose of this study was to examine how teachers discussed their experiences in a new outdoor classroom, specifically how words and phrases relate to the attitudes and beliefs that improve self-efficacy in a new learning environment. In this phenomenological study, teachers were interviewed before and after the installation of an outdoor classroom and the frequency and the context of the words spoken were analyzed. The installation of an outdoor classroom led to interesting shifts in word use, reflecting a change in teachers’ beliefs about the outdoor space and teachers’ self-efficacy. Throughout the interviews, teachers shared their experiences transitioning into the new teaching environment with enthusiasm, excitement, and surprise. Results from this study highlight the value of analyzing language use in assessing self-efficacy through mastery experiences, social persuasion, and vicarious experiences in the outdoor classroom.</p>