The purpose of this study was to compare the differences in rural high school teachers' (n = 256) self-efficacy in student engagement, instructional practices, and classroom management using selected teacher characteristics. Analysis of variance showed significant mean differences between different levels of education in self-efficacy for instructional practices and classroom management, and years of teaching experience both instructional practices and classroom management, while gender differences were not significant. Possible implications for policy and practice in rural high schools were also examined.