The purpose of this quantitative research is to examine the relationships among teachers’ work engagement, teamwork attitudes, and efficacy for classroom diversity within the scope of structural equation modeling. The sample of the study consists of 355 teachers involved in the Project Supporting the Integration of Syrian Children into the Turkish Education System (PIKTES) during the 2020-2021 academic year. The Teachers’ Teamwork Attitude Scale, Work Engagement Scale, and Teacher Efficacy Scale for Classroom Diversity have been used for collecting the data. Four hypotheses were developed based on the structural model created within the context of this study. Accordingly, (i) teachers’ work engagement is claimed to positively affects both teachers’ efficacy for classroom diversity as well as their (ii) teamwork attitude; and (iii) teachers’ efficacy for classroom diversity is claimed to positively affect their teamwork attitude, and (iv) teachers’ work engagement is also claimed to positively affect their teamwork attitude through their efficacy for classroom diversity. To verify these hypotheses, the relationships among the variables were determined first, and all the variables were seen to have moderately positive relationships. Based on these relations, the given structural model was then created and tested using path analysis. The findings showed all the hypotheses to have been proven confirmed.