Significant research has been conducted into the positive effects of arts education on social and intellectual development of students across the ages of 10-15 years. Teacher competence for teaching the arts however does not appear to be as positive. A worldwide trend suggests pre-service teachers exhibit low confidence and content knowledge for the teaching of the arts (Hennessy, Rolfe & Chedzoy, 2001; Russell Bowie, 2004). Teacher self-efficacy is still forming within the beginning years of teaching and once developed, is resistant to change (Bandura, 1997). During this beginning phase, teachers create their own self-knowledge through efficacy beliefs as they reflect on teaching. Subsequently, efficacy beliefs determine how environmental opportunities and impediments are perceived (Bandura, 2006). From this assumption, the self-efficacy beliefs of pre-service teachers are important for investigation for recognition of confirming and disconfirming experiences that shape this motivational construct. Research suggests that an understanding of teacher self-efficacy beliefs for arts education holds the key to improving the current problem of instigation (Oreck, 2004). This paper will provide an exploratory investigation of the theoretical construct of pre-service teacher self-efficacy. Fifteen pre-service teachers completed an adapted questionnaire based on teacher self-efficacy beliefs for the arts and personal experiences associated with the arts. These results form the basis of exploration regarding the variances created by demographic characteristics, educational contexts and personal experiences. The establishment and advancement of this theoretical understanding will provide guidance, planning and direction for beginning teacher support, teacher education and administration. It will provide greater understandings of how self-efficacy beliefs of teaching capabilities create powerful influences on the overall effectiveness of the teacher with students. Thus, it is possible to advance understandings of how pre-service teachers' regulate their own behaviour for teaching arts education through changes to their motivation, thought processes and actions. (Contains 1 table.)