Self-efficacy and knowledge, both concerning the chi-squared test of independence, were examined in education graduate students. Participants rated statements concerning self-efficacy and completed a related knowledge assessment. After completing a demographic survey, participants completed the self-efficacy and knowledge scales a second time. Individuals with and without prior experiences with the topic were compared; those with prior experiences gave significantly higher self-efficacy ratings and had higher demonstrated knowledge scores, although the latter difference was not statistically significant. While self-efficacy and knowledge scores did not differ significantly between the two administrations, individuals without prior topic experience saw greater improvements in self-efficacy calibration. Findings suggest that self-efficacy calibration may be improved through completing an assessment.