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Abstract The increasing technology advancements have caused significant changes in education, from of the old Gurukul institution to the contemporary school. The educational procedures will undoubtedly have been through significant modification when the schooling institution does. The broad aim of the present study was to investigate an empirical-based examination of the relationship among attitude of secondary school teachers towards E-learning in relation to their Self-efficacy. The objectives of the study were to ascertain if there exists any relationship between gender, locality, type of school and between Attitude towards E-learning and Self-efficacy. The present study aimed to investigate the Teachers' attitude towards E-learning in relation to their Self-Efficacy. The study was carried out on a sample of 200 teachers from government and private secondary schools situated in Meerut, Uttar Pradesh. 100 teachers were selected from government schools and 100 from the schools that are managed privately. The data were collected by using Self-efficacy tool by Dr Vishal Sood and Ms. Sapna Sen and a self-made E-learning tool. The findings revealed that no gender difference existed in attitude as well as perceived Self-efficacy of secondary school teachers. The teachers working in private schools were found to be having significantly favourable attitude towards E-learning and high level of perceived Self-efficacy than those working in government schools. It was also found that teachers with high level of Self-efficacy have favourable attitude towards E-learning than those with low level of Self-efficacy. On the basis of the findings of the study it is suggested that efforts should be made by the authorities to provide Pre-service as well as In-service training to teachers to enhance their skills in E-learning so that they develop a positive outlook towards using E-learning in their classrooms.