This study examined the multivariate relationships between teacher efficacy and task analysis variables as predictors of classroom beliefs about control, focusing on these relationships in preservice teachers. Preservice teachers from a required educational psychology course volunteered to participate in the study. They completed three instruments: the revised Teacher Efficacy Scale, a short form of the Attitudes and Beliefs on Classroom Control Inventory, and the Means-End Teaching Task Analysis. Data analysis indicated that more efficacious student teachers were less interventionist regarding instructional and people classroom management beliefs. Task analysis was unrelated to management beliefs. However, preservice teachers exhibited a clear dichotomy regarding their locus of control for task analysis elements. The task analysis suggested differential locus of control for elements that helped teaching (attributed to the self) and elements that hindered teaching (attributed to external constraints). (Contains 43 references.) (SM)