The purpose of this study was to investigate the relationship between teachers' beliefs about their teaching methods and their sense of self-efficacy. The study also examined the effects of these characteristics on students' satisfaction and academic achievement. Participants included 16 instructors and 255 intermediate students (121 males and 127 females), at the Bahar Language Institute in Shiraz, Iran. The Teacher Belief Scale and Bandura Teacher Self-Efficacy Scale (Wilkerson & Lang, 2007), the truncated form of student satisfaction inventory, and students' standardized midterm exam scores were the instruments for data collection. Using Pearson correlation and multiple regressions, it was concluded that there was a significant negative correlation between teachers' beliefs and students' satisfaction. Moreover, a small positive correlation between teachers' sense of self­-efficacy and student satisfaction was found. The regression model between teachers' beliefs, as well as the subcategories of teachers' self-efficacy and students' satisfaction, showed that teachers' beliefs could significantly contribute to the prediction of students' satisfaction. Among the self-efficacy subscales, discipline, decision-making, instruction, and school resources significantly contributed to the prediction of the dependent variables. Finally, it was concluded that the students' satisfaction and their academic achievement were highly correlated. In addition, "being considerate", among the subscales of students' satisfaction, had the greatest potential to predict students' achievement.