In this study, it is aim to investigate middle school students’ visual math literacy self-efficacy perceptions in terms of different variables (gender, grade levels, math achievement etc.). For this purpose, the study is designed as a survey method. The study group is consisted of 460 middle school students. Demographic information form and “Visual Math Literacy Self-Efficacy Perception Scale” was used as a data collection tools. It was found that there was no significant differences students’ visual math literacy self-efficacy perception according to gender and grade levels. In addition to this, there was significant differences students’ visual math literacy self-efficacy perception according to math achievement and family educational positions. It was observed that visual math literacy self-efficacy perceptions have also increased as mathematical achievement has risen. It was determined that there was a significant moderate positive correlation between visual math literacy self-efficacy perceptions and math achievement. Besides, visual math literacy self-efficacy perceptions have also increased as family educational positions have risen.