The purpose of this study was to examine factor structures of a modified form of Gibson and Dembos Teacher Efficacy Scale with a combined total of 123 African American and European American preservice teachers at a historically Black university, test for differences between participants on teacher efficacy, and examine relationships among participant characteristics. A principal components analysis with varimax rotation yielded three factors--ability, effort, and environment--with alpha coefficients of .80, .77, .70, and .76 for the total scale. African American participants scored statistically significantly higher than European American participants on the environment factor (t = 2.3,p = .02), but not for ability (t = 1.59,p = .11) or effort (t = .86,p = .39). Recommendations for further research were also made.