Evidence suggests that teacher beliefs drive instructional pedagogy. Yet, although antecedents of educational beliefs have been identified (e.g., family influences), these factors tend to be immutable, thereby having only minimal implications for intervention. Teacher efficacy appears to offer a viable avenue for research on the antecedents of educational beliefs. This study examined the relationship between candidates' teacher efficacy and their educational beliefs. Participants were 70 candidates enrolled in introductory-level classes for education majors at a southeastern university. Candidates were administered the Witcher-Travers Survey of Educational Beliefs on the first day of class, which is a 40-item, 5-point Likert-type scale. Low scores indicate proclivity toward transmissivism, and high scores suggest a tendency toward progressivism. Participants were also administered the Teacher Efficacy Scale. Findings revealed no relationship between educational beliefs and personal teacher efficacy. Conversely, transmissive viewpoint was statistically significantly (moderately) associated with lower general teacher efficacy. Implications are discussed. (Contains 86 references.) (Author/SM)