This paper presents the results of a case study involving Taiwanese elementary teachers who teach science at the elementary grade school level. It advocates the position that a teacher's personal science efficacy belief influences his or her science teaching outcome expectations. It promotes the position that the success Taiwan has experienced in being rated number 1 in science education (NCES 1999) is uniquely connected to teacher self-efficacy and student outcome expectations in teaching science. (Contains 2 tables.)