Researchers have linked self-efficacy to performance, but they have not investigated the relationship between self-efficacy and knowledge and skills tests within a training evaluation setting, which is the main purpose of this study. Additionally, researchers have acknowledged self-efficacy scores may be distorted as a result of assessors inaccurately perceiving task complexities. Pretraining self-efficacy assessments, then, may be less effective when collected at the beginning of training because the trainees may perceive the performance objectives inaccurately. As such, this study also investigates the relationship between preself-efficacy administered at the start of training to preself-efficacy collected at the end of training. The results uncover midlevel correlations between self-efficacy and knowledge, and low correlations between self-efficacy to skills as well as high correlations between preself-efficacy scores administered at the beginning of training and preself-efficacy scores collected at the end. These results suggest evaluators can distribute self-efficacy assessments at the end of training to gather both pre and post data simultaneously. (Contains 5 figures and 7 tables.)