The present study examined whether the association between teachers' self-efficacy beliefs and academic performance is mediated by their homework's self-efficacy beliefs and use of self-regulatory learning strategies. Path analyses were conducted. The final model revealed that teachers' self-efficacy beliefs have an indirect effect on their academic performance mediated by their sense of efficacy belief regarding their capability to initiate and complete their homework assignments and their use of self-regulatory learning strategies. Implications for teaching preparation programs are discussed. A list of homework self-efficacy beliefs and a list of homework self-regulation are appended. (Contains 1 table and 2 figures.)