The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n = 178) were pre-service elementary level general and special education teachers enrolled in two major state universities in the Southern United States. The participants completed surveys of K-6 mathematics content and completed the Mathematics Teaching Efficacy and Beliefs Instrument (MTEBI). A MANOVA was conducted to investigate the differences between pre-service general and special education teachers' mathematics computation skills, problem solving skills, personal mathematics teaching efficacy, and mathematics teaching outcome expectancies. Findings indicate differences in participants' outcome expectancies and problem solving performance. However, both groups of pre-service teachers performed similarly in the areas of computation and teaching efficacy. The results have implications for teacher preparation.