Beginning teachers that possess a good sense of efficacy are less likely to suffer stress, burnout, or attrition. This study reports final-year Australian pre-service primary teachers sense of efficacy scores and the sources of information that contributed to it. Results showed that our beginning teachers had a good sense of efficacy, and classroom management was not differentiated from instructional or engagement efficacy. Further, personal qualities and physiological and affective states predicted self-efficacy scores, and having a number of opportunities to practice behaviour management skills was associated with a higher sense of efficacy. Implications for teacher education are discussed. (Contains 5 tables.)