The present study examined self-efficacy in teaching multicultural student populations in academic settings. Three indicators were used to examine teacher self-efficacy: teachers' self-efficacy beliefs regarding teaching multicultural student groups (TSEB), teachers' efficacy in the academic organization (TEAO) and professional teaching efficacy in multicultural student groups (PTEM). Data were obtained from a questionnaire administered anonymously to faculty members teaching in four faculties: humanities, law, health professions and business administration. The findings revealed a significant correlation between TSEB and PTEM. Teachers who reported positive beliefs and attitudes toward teaching multicultural student groups in academia also reported high efficacy in teaching these groups. Furthermore, TEAO correlated significantly with PTEM. The article discusses the research findings and examines future research directions.