A qualitative case study was conducted to explore perceptions of Arabic language teachers on the relationship between teachers' level of self-efficacy and students' learning performance. The problem addressed in this study was teachers' low sense of self-efficacy in implementing student-centered teaching strategies in the advanced level Arabic language flipped classroom and its association with decreased levels in students' language proficiency. The purpose of this qualitative multiple-case study was to explore teachers' self-efficacy in implementing student-centered teaching strategies to improve students' language proficiency and cultural knowledge in the advanced level flipped Arabic language classroom from the perspective of teachers in two southeastern U.S higher education institutions. The study's theoretical framework included Bandura's self-efficacy, Bloom's taxonomy, and Krashen's natural approach. The study' research questions addressed participants' perspectives on the effect of teachers' self-efficacy on teachers and students' performance in the flipped Arabic language classroom. The research questions also addressed participants' perspectives on how to improve challenges related to the effect of teachers' self-efficacy on teachers and students' performance. Ten Arabic language teachers from two higher education institutions participated in individual interviews to collect data for the study. Five participants also took part in a focus group discussion. A thematic analysis was employed to organize transcribed data and identify key themes. Findings revealed participants' agreement on the importance of the teacher' role in improving students' learning performance. Participants agreed that teaching about culture is essential to helping advanced-level students achieve the desired language proficiency. Findings showed that teachers' level of self-efficacy may affect their ability to adapt student-centered teaching strategies to the learning context of the flipped classroom. Implications of findings revealed a need to train teachers in flipped classroom technologies and teaching strategies. Recommendations for practice included providing professional development opportunities to improve teachers' knowledge and confidence in the flipped classroom. Recommendations for further research included conducting studies with a larger sample size of Arabic language teachers, exploring the effect of Arabic teacher's self-efficacy on students' learning performance from the perspective of students, and investigating the effect of students' level of self-efficacy on students' learning experience in the flipped Arabic language classroom. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]