This mixed-methods study investigates the self-efficacy of Oklahoma School-Based Agricultural Education (SBAE) teachers concerning their instructional practices across three constructs: FFA, Supervised Agricultural Experience (SAE), and classroom/laboratory instruction. Despite existing research on SBAE teachers' self-efficacy and pedagogical content knowledge, there remains a gap in understanding their efficacy in balancing and integrating these three components into their programs. The study aims to fill this gap by exploring the personal and professional characteristics of Oklahoma SBAE teachers and assessing their self-efficacy using Tschannen-Moran’s and Woolfolk Hoy’s (2001) Teacher Sense of Efficacy Scale (TSES). Specifically, it seeks to compare the self-efficacy of alternatively certified (AC) and traditionally certified (TC) teachers across instructional practices, student engagement, and classroom management. Quantitative objectives involve describing the characteristics of SBAE teachers, assessing their self-efficacy levels, and comparing efficacy between AC and TC teachers. Meanwhile, qualitative inquiries delve into understanding why teachers rate their efficacy as they do, their perceptions of their role in facilitating their total SBAE program, and how they describe their efficacy across the domains of FFA, SAE, and classroom/laboratory settings. Limitations of the study include its focus solely on Oklahoma SBAE teachers, the reliance on self-reported data which may introduce biases, and the relatively small sample size of AC teachers. Despite these limitations, the findings will provide valuable insights into the self-efficacy of Oklahoma SBAE teachers, informing efforts to enhance agricultural education programs and teacher training initiatives.