This study examined student teachers' (n = 50) culturally responsive teaching self-efficacy beliefs and the frequency in which they implemented these practices into their classroom teaching. The results revealed that student teachers were more efficacious in their ability to execute general teaching practices that may not necessarily require in-depth knowledge of students' cultural background. Student teachers' feelings of efficacy were positively related to the frequency in which they reportedly implemented the practices of culturally responsive teaching into their instructional approach. Moreover, self-efficacy beliefs predicted the frequency in which student teachers implemented the practices of culturally responsive teaching into their instructional approach. The implications for preparing efficacious culturally responsive teachers are discussed, including suggestions for further research. (Contains 1 table.)