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This study examines teachers' and students' self-efficacy in the US and Egyptian context. More specifically, the study examines teachers' and students' self-efficacy in twelve classrooms; six in the US and six in Egypt. The research questions are formulated in order to understand the relationship between students' self-efficacy, their perceptions of classroom learning environments, and gender differences on students' science achievement across cultures. Using a social cognitive framework (Bandura, 1977), both quantitative and qualitative data informed the study. Two questionnaires were administered to students: "The Science Learning Self-Efficacy (SLSE) Questionnaire" and the "Constructivist Learning Environment Survey" ("CLES"). One questionnaire was administered to teachers: "Science Teaching Efficacy Belief Instrument" ("STEBI-A"). Qualitative data included classroom observations, teacher and student interviews, students' artifacts, and researcher notes. The findings revealed that: (a) Egyptian students had higher self-efficacy than their peers in the US; (b)there were no gender differences in students' science self-efficacy between or within countries. However, there were gender differences in science achievement only among Egyptian students where female students outperformed male students in science; (c) the Egyptian students sharing control of their learning environment was the main predictor of their science self-efficacy. For the US students, critical voice in their classroom learning environment was the main predictor of their self-efficacy; and (d) there was no significant relationship between Egyptian students' science self-efficacy and science achievement. However, for US students, self-efficacy, specifically everyday applications, predicted their science achievement. In the Egyptian context, classroom observations and student interviews revealed classroom environments that promoted cultural expectations aligned with gender norms and an emphasis on didactic modes of science teaching. In the US, the focus was on efforts to implement innovative instructional approaches and creating safe learning spaces. However, it is important to note that these efforts to employ novel teaching methods were not always effective. Indeed, student interviews reinforced these observations. Students in both countries were keenly aware of how science was being taught, how the dynamics of the learning environment informed their confidence in science and their opportunities for related science career trajectories. For teachers, their science self-efficacy was linked to social persuasion and mastery experiences, the nature of teacher-student relationships, and limited and ineffective professional development. Overall, the findings reinforce the importance of understanding the nuances of classroom dynamics as well as teaching and learning approaches that inform students and teachers' self-efficacy in science classrooms. In this regard, the study has research and teaching practice implications for understanding the nature of students and teachers' self-efficacy in cross-cultural settings. Additionally, it identifies those classroom teaching and learning dynamics and factors that predict higher self-efficacy in science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]