This study examined the relationships among English as a foreign language (EFL) teachers' reflective practices, self-efficacy, and research practice. Data were collected from a survey of 150 EFL teachers engaging both with (i.e. through reading) and in (i.e. through doing) research in English language teaching (ELT). The results of multiple correlation analyses indicated significant and positive associations among reflective practice, self-efficacy, and research practice. These analyses also indicated that all subscales of reflective practice significantly and positively correlated with research practice and self-efficacy. In addition, all subscales of self-efficacy significantly and positively correlated with research practice and reflective practice. The results from multiple regression analyses indicated that reflective practice and self-efficacy strongly predicted the participants' research practice, with the former being a stronger predictor. Multiple regression findings further showed that among the subscales of reflective practice, cognitive and critical reflections strongly predicted research practice, and practical and cognitive reflections strongly predicted self-efficacy. Additionally, among the subscales of self-efficacy, efficacy for instructional strategies and efficacy for classroom management strongly predicted research practice and efficacy for instructional strategies, and efficacy for student engagement strongly predicted reflective practice. Moreover, results from one-way analysis of variance (ANOVA) indicated that among EFL teachers who were actively, moderately, and rarely engaged in research, EFL teachers who were actively engaged in research did more reflective practice and were more self-efficacious.