The aim of this research was to study the relationship between teachers’ efficacy and students’ engagement and the analysis of teachers and students’ perceptions. To this end, a quantitative approach was utilized to study university students and teachers’ responses. The participants of the present study were 921students randomly selected from among students of different majors in Isfahan University of Technology and 101 teachers randomly selected from Isfahan University of Technology, University of Isfahan and Academic Centers for Education, Culture and Research (ACECR) in Isfahan. In order to collect data, two questionnaires were used, a modified Engagement questionnaire and Teachers’ self-efficacy scale (Tschannen-Moran Hoy’s TSE, 2001). The Modified Engagement questionnaire was a combination of the Students’ Engagement Instrument (Appleton et al., 2006), and The University Student Engagement Inventory (Maroco et al., 2016). In order to analyze the data, descriptive statistics were used. Utilizing the 22, the multivariate analysis of variance, repeated measure ANOVA, Bonferroni's post hoc test, the variance of one-dimensional data set analysis, and Pearson correlation were conducted and the result were as following. In students’ perception, behavioral engagement was the most important and in teachers’ perception, emotional engagement was the least important factor. Regarding the efficacy, instructional strategies was the most important factor in both groups. In students' perception, there was a meaningful relationship between the emotional engagement and the student engagement in teachers’ efficacy while in teachers' perception; there was a meaningful relationship between the emotional engagement and the instructional strategies. Comparing perceptions of teachers and students, teachers attached more importance to the emotional and cognitive engagement and also to the Keywords : cognitive engagement, emotional engagement, behavioral engagement, self-efficacy, instructional strategies and, classroom management