This study examined the personality types of emergency certification teachers as predictors of classroom management and self-efficacy beliefs. Participants were 120 teachers pursuing teacher certification through an emergency permit teacher education program at a mid-sized Texas university. They all held at least a Bachelor's degree, were in their first year of teaching, and were pursuing teacher certification. All were assigned to a public school mentor. Each respondent completed a demographic form and three questionnaires: the Myers-Briggs Type Indicator, the Attitudes and Beliefs on Classroom Control Inventory, and the Hoy and Woolfolk (1993) Revised Teacher Efficacy Scale. Data analysis indicated that there was a limited relationship between personality and classroom management and efficacy beliefs. For the small effect observed, however, extraversion versus introversion was the salient personality variable, and relationships were in expected directions. Marginal score reliabilities may have attenuated the observed effects. Emergency certification teachers tended to be more extraverted, and they also tended to report higher teaching efficacy. (Contains 27 references.) (SM)