Extension agents serve as educators within communities, translating university research into practical knowledge for adult learners. Despite this role, most agents are hired for their subject-matter expertise and possess little to no formal training in adult education. Literature on Extension agents' use of andragogical techniques and teacher efficacy remains limited. This study examined relationships between andragogy use, teacher efficacy, and outcome expectancy in Kansas State Extension agents. A survey was sent to 180 Extension agents, excluding 4-H & Youth Development agents, via Qualtrics. Utilizing the Dillman Method, the survey yielded 105 responses. After removing a response for straight-lining and 16 for incomplete responses, this yielded 88 (48.8%) usable responses. The survey measured three constructs: teacher efficacy, andragogy use, and outcome expectancy. Teacher efficacy was assessed using a modified Teachers’ Sense of Efficacy Scale (TSES) adapted for adult education. Andragogy use was measured by participants’ frequency of employing strategies aligned with Knowles’ six assumptions of adult learners. Outcome expectancy was measured using a mirrored version of the TSES to assess perceived means-ends relationships. Results from the study revealed moderately high teacher efficacy (M = 3.79, SD = 0.48), andragogy usage (M = 4.02, SD = 0.54), and outcome expectancy (M = 4.05, SD = 0.51). Both andragogical use (r = .601, p < .001) and teacher efficacy (r = .680, p < .001) were substantially and significantly associated with outcome expectancy. Multiple linear regression revealed teacher efficacy (B = .436, p < .001) was the stronger predictor, followed by andragogy use (B = .303, p = .004), together explaining 45.2% of variance (R² = .452). These findings provide evidence-based guidance for Extension to implement professional development focused on teaching confidence and andragogical principles, potentially improving professionals’ instructional effectiveness and perceived impact as adult educators.