This study examined the mathematics teaching efficacy of traditional and non-traditional elementary pre-service teachers enrolled in a three-course, three-semester mathematics sequence. Self-efficacy scales were administered at the beginning of the three-course sequence and at the end. The three-course mathematics sequence was taught from a constructivist approach and emphasized a socio-constructivist learning environment in which the pre-service teachers were challenged to construct their own meaning of mathematics. Results showed that for the non-traditional pre-service teachers, self-efficacy levels for teaching elementary school mathematics were significantly different at the end of their enrollment in the three-course mathematics sequence than at the beginning. This study also revealed that for the traditional pre-service teachers, self-efficacy levels with regards to affecting student success regardless of external factors remained the same or were not significantly different, suggesting the need for further research in this area.