In this study, the self-efficacy of the question item writing self-efficacy, which measures the context-based high level learning level of science teachers, has been examined in terms of various variables. The study is in quantitative scanning model. The sample of the study consists of 492 science teachers who work in public secondary schools in Turkey depend on the Ministry of Education. The data were collected through “a questionnaire self-efficacy scale that measures the science-based high level learning skill of science teachers” via electronic media. The analysis of the data was done with descriptive statistics and difference tests. As a result, it was determined that there is no significant difference in terms of seniority and education level, which has a high average of self-efficacy in question writing, which measures the higher order thinking skills of science teachers, but there is a significant difference in favor of male teachers in terms of gender. At the end of the study, a series of suggestions were made to the teachers, such as organizing higher order thinking skills question writing training programs and providing academic support.