This study aimed at investigating the effect of using a teaching program based on mathematical power on the acquisition of mathematical concepts and problem solving for 8th grade students in light of their mathematical self- efficacy. The study sample was purposefully selected from two schools in Education Directorate of Muscat. Two groups were selected randomly in each school, one was assigned as an experimental group, instructed using a teaching program based on mathematical power, whereas the other was assigned as a control group, instructed by traditional teaching method. After combining two groups, the total number of students in the experimental group was (50) male and female, while the total number of the control group was (53) male and female. An educational material based on mathematical power was prepared. Also, acquisition of mathematical concepts, solving problems tests and mathematical self- efficacy scale were prepared. The results showed statistically significant differences in the acquisition of mathematical concepts and solving problems in favor of the experimental group. The results also showed statistically significant differences in the acquisition of mathematical concepts due to the interaction between teaching strategy and level of mathematical self- efficacy among 8th grade students, in favor of the experimental group. However, there were no statistically significant differences at (? = 0.05) for solving problems due to the interaction between teaching way and level of Mathematical Self- Efficacy among students eighth grade. (Keywords: Educational Program, Mathematical Power, Mathematical Concepts Acquisition, solving problems Mathematical Self- Efficacy)