This mixed methods study examined the self-efficacy beliefs of paraeducators who became bilingual teachers and paraeducators who did not explore the possibility that self-efficacy plays a role in paraeducators' career decisions. Data were collected through three sources: a survey, career goal statements, and interviews. Fourteen participants were included in the study. There were qualitative differences and significant quantitative differences between the two groups. Those who became bilingual teachers described work environments and duties that promoted the development of their teacher efficacy. Those who remained in the paraeducator roles described very different work environments. The study highlights the importance of clearly defining paraeducators' roles and responsibilities in ways that utilize their skills, abilities, and interests, and promote their career development. (Contains 2 tables and 1 endnote.)