Given the fact that Iranian educational system is mostly teacher-based and the students' development is owed mostly to teachers' interactions with them, a question can be asked on the relationship between teachers' classroom management and students' self-efficacy. A sample of 88 teachers and 352 students was given two questionnaires on the two constructs. Results showed no relationship between the two variables. However, a significant difference in self-efficacy was observed between girls and boys, with girls scoring higher.