The purpose of this article is to discover the factors that may affect the achievement of dual expertise teachers related to self-efficacy. Sequential mixed method design approach is used to uncover the relevant self-efficacy factors that affect the achievement of dual expertise vocational teachers, with the qualitative findings enriched by the quantitative findings. The study was conducted with the Dual Expertise Program (DEP) participant teachers spread around the East Java province, Indonesia. Based on the results of the study we found that: (1) self-efficacy can act as a driver of improved performance in dual expertise teachers; and (2) there is a significant difference in self-efficacy among DEP participant teachers who graduated the National Written Exam and passed through the remedial exam and does those that do not pass the exam. © 2020, Primrose Hall Publishing Group.
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