Background: In Singapore, one in four in the teaching profession is a second career teacher. Unlike the past, individuals considering teaching today have more career options. On average, since 2008, 35% of the newly recruited teachers have at least one year of working experience. The Singapore Ministry of Education (MOE) is looking to attract more second career professionals to join the teaching profession. Aim: To examine second career teachers' perception of their self-efficacy in the first year of teaching in a school in Singapore. Sample: The five second career teachers reported in this paper were involved in a larger study that examined how new teachers, both first and second career teachers, were socialised into teaching in Singapore and their perceptions of their self-efficacy in the first year of teaching. Method: The data are collected primarily through interviews. The teachers are also asked to plot their self-efficacy over a period of eleven months. The analysis of the data is performed using thematic analysis. Conclusion: The findings suggest that their perceptions of their self-efficacy are influenced by the academic performance of their students, particularly if they have not expected their students to do as well as they have done. Their perceptions of their self-efficacy are also influenced by their perceptions of how they performed in comparison to the more experienced teachers teaching the same subject in the same level. They are found to rate their self-efficacy more favourably when their classes outperformed their experienced colleagues'. Their perceptions of how well they do in relation to other new teachers also have an effect on their sense of self-efficacy. Gaining the respect and approval of their students also improve how they perceive their self-efficacy. (Contains 1 table, 5 figures, and 7 notes.)