Character education is deemed as an essential aspect to be disseminated to the students in enabling them to be prepared to face real-world society. It can be incorporated into formal education with the support of school staff, teachers, and parents. Hence, this study investigates the relationship between teachers’ efficacy, knowledge, and professional development in implementing character education. Using a quantitative correlational approach, data was obtained from 384 secondary school teachers on character education efficacy belief, character education knowledge, belief and practice instrument, and character education professional development. The data was analysed using multiple linear regression analysis scales. The findings postulated that teacher’s professional development and knowledge were able to predict the implementation of character education while efficacy was deemed an insignificant variable. Therefore, understanding the relationships between the factors is essential to train future teachers for character education. In conclusion, the findings from this study are expected to benefit the Ministry of Education, school administrations, teachers, and the community in identifying ways to enhance the implementation of character education.