To reduce teacher shortages, an intern credential has been introduced as a means of alternate certification in California. Individuals who meet the requirement of subject matter competency are eligible for an intern credential, allowing them to teach students in special education programs for two years while completing their coursework requirements for certification. Often, intern teachers begin their employment with limited experience, knowledge, and skills in special education. Special education intern teachers are particularly vulnerable to attrition because of their stressful workloads, scant experience, and limited content knowledge. Therefore, it is critical to support special education intern teachers by reducing stress and improving their job satisfaction and retention rates. This study focused on perils to special education intern teachers' perceived self-efficacy and the quality of support they received, accounting for the influence of demographics, levels of paperwork, content knowledge, support from parents and school districts, and teacher preparation programs. Specifically, the authors examine correlates (perils) of intern teachers' levels of perceived teaching efficacy with access to teaching resources, personal background, competency knowledge, and perceived support--from school districts, from teacher preparation programs, and from pupils' parents. Results of the analyses are discussed. (Contains 5 tables.)