The study explored in-service teachers' efficacy beliefs in pupil engagement. The sample size was 299 kindergarten teachers selected from both public and private kindergarten schools in the Kumasi metropolis of Ghana. The study adopted and used pupil engagement subscale of the Ohio State Teacher Efficacy Scale (OSTES) developed by Tschannen-Moran and Woolf Hoy (2001) as survey instrument. Results of the study revealed that kindergarten teachers in the Kumasi metropolis of Ghana have high efficacy beliefs in pupils' engagement. No statistically significant difference was found in the efficacy beliefs in pupil engagement of trained and untrained kindergarten teachers. The results also show that efficacy beliefs in pupil engagement among public and private kindergarten school teachers did not differ significantly. It is argued that the training background of the teachers (i.e. whether they were trained or untrained) and their institutional placement (i.e. whether they taught in a public or private school) are not essential influential factors in teachers' efficacy beliefs in pupil engagement. Implications of the findings for research and practice are discussed.