The 2020-2021 school year marked an abrupt transformation in education as K-12 schools implemented sweeping changes to teaching and learning in the wake of the COVID-19 pandemic introducing widespread hybrid instruction in a scope never before imagined. The instructional models that emerged from this implementation transformed traditional definitions of hybrid instruction and gave way to emergent models that teachers had to navigate in entirely new ways. The implementation of hybrid instructional models had a significant impact on teachers, the way that they see themselves as educators, and the extent to which they feel effective in their teaching. Through a mixed methods study of 5th-12th grade educators in the United States, this research explores how teachers experienced emerging hybrid instructional models and their self-efficacy in these models.