This study was designed to investigate the effect of differential teaching techniques on achievement goal orientation and academic self-efficacy. The sample of 18 mathematics teachers and 362 students in tenth grade was divided into two groups, 181 experimental group and 184 control group. The quasi-experimental research was used. Search tools are, the scale for measuring the achievement goal orientation, academic self-efficacy scale and the program of differential teaching techniques (researcher's preparation). Results showed: Statistically significant differences between the students in the two groups in the post measure of achievement goal orientation and the academic self-efficacy favor of the experimental group, Statistically significant differences between pre and post measure among the experimental group of achievement goal orientation and academic self-efficacy favor of the post measure, and there are no differences between post and follow up measure among the experimental group of achievement goal orientation and academic self-efficacy. The researcher recommended using differential teaching methods in all secondary schools and training teachers to employ them. It was conjectured that this teaching techniques perhaps provided the basis for higher scores in actual teaching skills.