The self-efficacy beliefs of 140 generalist teachers for teaching dance in the New Zealand curriculum were surveyed using an adapted version of the Teachers' Sense of Self-efficacy scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001). Four hypotheses were created to test relationships between the participants' self-efficacy beliefs for teaching dance and a variety of factors. Although this study found that generalist teachers had levels of self-efficacy beliefs for teaching dance that suggested they would be comfortable teaching it, this did not seem to result in dance being taught on a regular basis. Their beliefs were somewhat related to their subject knowledge confidence, but not to their teaching experience, class level and size, or school decile.