The ability of counselors to identify their counseling skills and to be confident in their ability to use these skills in real-life settings has a direct influence on the quality of counseling services they provide (Bradley & Fiorini, 1999). Training counselors to be good practitioners is a primary mission of most graduate counselor education programs. Discussion in the literature regarding ideal pedagogy for counselors suggests that counselor competency is developed in settings wherein counselor trainees can develop critical thinking skills that are related to real-world activities (Kaczmarek, Barclay, & Smith, 1996; Nelson & Neufeldt, 1998; Spruill & Benshoff, 2000). The expectation of counselor educators is that internship experiences will provide students with learning opportunities that will help them develop competence in practicing counseling. These internship experiences function as the vicarious learning and task performance discussed by Bandura (1986) as the sources for individuals' self-efficacy. This study was designed to investigate counseling self-efficacy of graduate students in counselor education programs to determine whether Bandura's (1986) self-efficacy theory applies. The study examined whether age, prior work experience, number of courses taken, and number of internship hours have a positive relationship with counseling self-efficacy. Participants were 116 counselor education students. The results from correlation and multivariate analyses of covariance revealed that the length of internship hours and prior related work experience were positively correlated with counseling self-efficacy. The differences in counseling anxiety, affection adjustment, and assessment found between the students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and those in non-CACREP-accredited programs disappeared when the background variables were controlled as covariates.