Teaching artists have significant roles within K-12 schools. Although some research has been conducted to describe the characteristics, training, and employment experiences of teaching artists, no study has been conducted concerning the self-efficacy that such individuals have regarding teaching. The purpose of the study was to investigate the levels of teacher efficacy of a national sample of teaching artists and to evaluate the extent to which variables associated with Bandura's (1977, 1997) sources of efficacy differentiate the levels of teacher efficacy. Specifically, the study examined the extent to which subscores of teacher efficacy for 373 teaching artists vary by the four sources of self-efficacy proposed by Bandura's theory. Results indicated that variables associated with perceived experience of mastery, perceived social persuasion, and anticipated levels of physiological arousal discriminated levels of a linear composite of teacher efficacy related to classroom management, student engagement, and instructional strategies. Practical implications of the research include the importance of school personnel providing feedback to teaching artists. Implications for future research include the need for developing validated measures of the sources of efficacy and examining collective efficacy involving teaching artists.