Teachers working in special education are confronted with various requirements. Their ability to cope with these requirements may be largely influenced by their levels of self-efficacy which start to develop during their academic studies and specifically while gaining practical experience. This study examined the contribution of experience-related variables and personal variables to teaching self-efficacy among 98 special education college students from two different training programs in Israel: 58 participated in a program requiring individual instruction-based field experiences and 40 in a program with group instruction-based field experiences. They completed questionnaires measuring teaching self-efficacy, career decision-making self-efficacy, hope, and demographics. The instruction and special education domains of teaching self-efficacy were predicted by the type of field experience and personal variables, efficacy in teacher-student relations was predicted by experience-related variables, and efficacy in educational organizations was predicted by personal variables. Practical implications are discussed.