Abstract. Bloom’s Taxonomy has a great success in the teaching and learning purpose (Anderson & Sosniak, 1994). Based on educational theory, bloom’s taxonomy is a paradigme that famous by describing the teaching and learning domain and competency level. In this article, I have Knowledge Dimensions (Dimensi Pengetahuan-DP)-which are the factual, conceptual, procedural, and metacognitive-connected to the students' Cognitive Process Dimension (Dimensi Proses Kognitif-DPK) that are consists of; remembering, understanding, applying, analyzing, evaluating, and communicating. There are some students' difficulties type from bloom’s taxonomy that would be described in accordance to the - High, Medium, and Low - category. Self-efficacy appear as a motivation predictor and a very effective students learning. As a perceived ability based dimension, self-efficacy is conceptually and psychometrically different from the related motivational construction, such as the expected outcome, self concept, or focus control. The objective of this study is to analyze the finding, related to the self-efficacy and the difficulty types that were experienced by the students from bloom’s taxonomy. The result shows the difficulty types faced by the students from DP-DPK. Students with high self-efficacy have various from difficulties types of students who moderate and low self-efficacy. The kinds of difficulties types can be considered teaching and learning.