A prerequisite for espousal of inclusive beliefs, values and practices in schools is the involvement and coordination of both general and specialised resource teachers. Since buoyancy in tackling educational challenges stems from the knowledge and experience, self-efficacy of both the groups of teachers is imperative for inclusive education. With this as a rationale, a study was undertaken to compare the self-efficacy of general and resource teachers in education of children with disabilities in India. Bandura's 'Teacher Self-Efficacy Scale' (TSES, n. d.). was used for the survey-based descriptive study. Opinion of 60 general and 60 resource teachers from the mainstream schools in Mumbai was collated. The schools were under the Sarva Shiksha Abhiyan (SSA) meaning 'Education for all'--a flagship program of Govt of India. Results indicate a significantly greater self-efficacy of resource teachers as compared to general teachers in educating children with disabilities. This was specifically found in the tasks of influencing decision making, use of school resources and enlisting parental and community involvement for education of children with disabilities.