Culture-based education promotes a sense of belonging and inspires students to be an active participants in society. This study aimed to determine the correlation between Instructional Strategies and Self-Efficacy in the select Districts in the Division of Gingoog City. It sought to find out the extent of the teachers culture-based practices, determine the students self-efficacy, the significant relationship between the independent and dependent variables, and  which of the independent variables influenced students self-efficacy. A total of one hundred thirty (130) Grade 12 students comprised as respondents.The study employed correlational and causal designs with Mean, Standard Deviation, Pearson Coefficient of Correlation, and Multiple Linear Regression as the statistical treatment. It found that teachers highly practiced culture-based strategies through contextualization and localization. The students have a high extent of collective or social competency. These strategies, assessments and products are moderately related to students self-efficacy. Culture-based strategies and assessments, and products best influenced students self-efficacy. Teachers are encouraged to sustain and even enhance the practiced of localization and contextualization in their teaching. The students are motivated to enhance their academic self-efficacy by managing their time efficiently. The teachers are encouraged to sustain their localization and contextualization practices hence, these are associated with students self-efficacy.