Star teachers (Haberman, 1995) maintain high self-efficacy and job satisfaction when working with urban populations (Ford et al. 2020). The purpose of this study was to investigate self-efficacy in regards to urban schools through the criteria of effective urban teachers, or stars. A total of 14 college students majoring in early childhood education took part in this study. Three raters performed the Star Teacher Selection Interview with each participant. The participants then self-reported their efficacy in regards to the same star teacher characteristics. The participants' scores were compared to the raters' scores to identify commonalities or discrepancies. The results revealed that the participants scored themselves very high and the raters scored them very low for star teacher characteristics.