The aim of this study is to evaluate biology teachers' attitudes and belief levels on classroom control in terms of teachers' sense of efficacy. The screening model was used in the study. The study group was comprised of 135 biology teachers. In this study, Teachers' Sense of Efficacy Scale (TSES) and The Attitudes and Beliefs on Classroom Control (ABCC) Inventory were used. The independent groups t-test, reliability coefficient analysis, Pearson correlation coefficient and multiple regression analysis were used to analyze the data. As the results of the study, teachers' sense of efficacy levels, and attitudes and beliefs scores on classroom control were found to be high in both the overall scale and its dimensions. Furthermore, there is no statistically significant difference between attitudes and beliefs scores on classroom control and teachers' sense of efficacy. There are medium level positive significant relationships between teachers' sense of efficacy and attitudes and beliefs levels on classroom control. Teachers' sense of efficacy accounted for %16.1 of total variance in attitudes and beliefs on classroom control.