The current study aimed to find out the relationship between attitude towards E-learning and teaching self-efficacy beliefs among first cycle female teachers in Oman. The sample of the study was made up of (265) teachers of the first cycle in the province of Northern Al- Batinah, and the study relied on descriptive research, to achieve the objectives of the study. The measure of attitude towards E-education for Canaan (2016) was used, as well as, the measure of Tschannen-Moran & Woolfolk Hoy's (2001) teaching self-efficacy beliefs. The results showed that there was a statistically significant relationship between attitude towards E learning and self-efficacy beliefs among first cycle female teachers in the Northern Al-Batinah Province. The results also revealed high positive attitude among first cycle female teachers towards E-learning, and a high level of their teaching self-efficacy beliefs, as the teaching efficacy dimension ranked the first. The results also revealed that were statistically significant differences between female teachers in attitude towards E-learning according to the specialization variable and in favor of the second-field teachers. While there were no statistically significant differences in teaching self-efficacy beliefs between female teachers according to the specialization variable, the results also showed that there were no differences between female teachers in attitude towards E-learning and teaching self-efficacy beliefs attributable to the teaching experience variable.