The purpose of this quantitative study was to examine the relationship of teacher preparedness and training on the self-efficacy of novice teachers in inclusive education. The study was framed through the lens of Bandura's Self-Efficacy Theory in which Bandura asserted that self-efficacy belief determines what one feels and how one thinks, motivates himself/herself, and behaves. A survey was administered through Qualtrics to gather specific information from novice teachers to determine their level of self-efficacy in working in an inclusive classroom. This study collected survey data from teachers to determine if the amount of training and courses for working with students with special needs affects the self-efficacy of novice teachers. The results of this study found that there was a significant difference between the self-efficacy of teachers that participated in training and/or courses for working in an inclusive classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]