This dissertation is a quantitative study of the differences in self-efficacy scores of teacher education faculty instructors and pre-service teachers. More specifically, this research study aimed to clarify how differently teacher education faculty instructors and pre-service teachers respond to feelings of self-efficacy when discussed at an overall level and by specific sub-categories of student engagement, classroom management, and instructional strategies. The Teachers' Sense of Self-Efficacy scale was the instrument used in the study, while the Mann-Whitney U statistical test to compare the participating groups. Results showed that teacher education faculty members and pre-service teachers differ in their feelings of efficacy with regards to overall self-efficacy and in instructional strategies, while they are similarly efficacious in the areas of student engagement and classroom management. It is recommended that teacher preparation programs and school districts use quality mentor teachers, simulations, and professional development to maintain or strengthen pre-service teachers' feelings of efficacy after they leave their teacher preparation programs. Future research related to the relationship between K-12 teacher efficacy and the self-efficacy of primary, intermediate, and secondary students is suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]