There has been a growing body of work emerging about effective professional development (PD) models for CS but less research has been conducted around measuring teachers' noncognitive constructs. It is acknowledged that confidence is an essential element of teacher professional performance. In his work Bandura linked teacher self-efficacy to performance in the classroom. Bandura's self-efficacy theory states that an individual's certainty in his or her own capabilities leads to positive interactions with his or her environments. In this study we share our experiences of measuring teacher confidence levels to teach a CS curriculum. This study shares the learning outcomes teachers have most and least confidence teaching, the tools and technologies teachers have most and least confidence using effectively and how these confidence levels change over a two-year PD programme.