In this study, the researchers examined self-ratings from special and general education teacher candidates engaged in their culminating instructional activity prior to graduation: student teaching. Acquiring data at the end of the student teaching experience was targeted because student teaching is when teacher candidates apply the knowledge and use the skills they learned in courses. Moreover, student teaching can be the time when student teachers' self-efficacy beliefs evolve, especially pertaining to teaching students with disabilities. This timing of data collection provides teacher preparation programs a unique lens from which to more methodically assess programmatic strengths and areas to improve. Three research questions guided this examination: (1) Are there differences between skill self-ratings of student teachers in general education and special education programs?; (2) Are there differences between skill self-ratings of student teachers in traditional general education and traditional special education programs?; and (3) Are there differences between skill self-ratings of student teachers in special education completing traditional certification and alternative certification teacher preparation programs? In this article, the authors provide discussion relative to the three research questions focused on the student teachers' ratings, identify limitations of the study, and describe the educational importance of the research, with implications for future research. (Contains 4 tables and 2 figures.)