This study aims at examining the differences between native and nonnative foreign language teachers at a major northeast university. The primary areas of investigation are "teacher efficacy" and "teacher perceptions of language teaching." The results of this study suggested that both nativeness and wide repertoire of teaching experience and strategies play the significant role on efficacy in teaching higher-level classes. Beside, the results also revealed that teachers of less commonly taught languages seemed to be more conservative and cautious in evaluating their efficacy levels, while those of more commonly taught languages appeared to be more open in doing so. (Contains 2 tables.)