The aim of the present study is to determine what teacher variables are predictive of preschool teacher self-efficacy in an urban school district. A total of 83 preschool teachers participated in the study. Teacher variables, such as years of teaching experience, job satisfaction, location of employment, age, and self-efficacy were included in a series of ANOVA analyses. Linear regression modeling reported years of teaching experience outside the birth-2nd grade setting (ß= -0.232, t(1,79) = -2.124, p< 0.05) and job satisfaction (ß = 0.294, t(2,78) = 2.793, p< 0.01) were statistically significant predictors of preschool teacher self-efficacy. This study found that teachers with a greater amount of teaching experience outside of the birth-2nd setting feel less efficacious about themselves and their abilities to positively influence student achievement and outcomes in the preschool classroom. Further policy implications, such as hiring practices are discussed.