Arts education is an essential component of a comprehensive education, requiring highly skilled teachers to achieve quality arts integration (Andrews, 2004). It equips students with skills necessary for the 21st century workforce, allowing nations to develop the human resources necessary to tap their cultural capital (UNESCO, 2006). A world trend however suggests that arts teaching by pre-service teachers is subject to lack of confidence, motivation and knowledge (Henessy, Rolfe & Chedoy, 2001; Russell-Bowie, 2004). Greater recognition of confirming and disconfirming experiences that shape pre-service teachers' self-efficacy beliefs for arts education is necessary. This paper provides insights into a research project that attempts to contribute towards filling this void in order to improve teacher effectiveness in the arts domain. After the first semester of teacher training, pre-service teachers completed a questionnaire based on their personal teaching beliefs for instructional design, student engagement and classroom management in arts education. Findings provide a greater understanding of how pre-service teachers regulate their own behaviour for teaching the arts, acting as validation beliefs of capabilities. (Contains 2 tables.)