This study examined teachers' self-efficacy to teach in inclusive classrooms. The study implemented a quantitative descriptive design. Analyses were conducted using three stages: Cronbach's alpha, descriptive statistics, and multivariate analysis of variance. The findings indicated that teachers had a good level of confidence in their ability to work in inclusive settings. However, the teachers expressed concerns regarding some abilities that are required in inclusive settings. The teachers expressed less confidence in abilities such as involving families in school activities, raising awareness regarding laws and policies related to the inclusion of students with disabilities, and dealing with physically aggressive students. Nevertheless, the teachers were confident regarding many of the abilities required for teaching in inclusive classrooms. For example, they felt confident in their ability to get children to follow classroom rules, make parents feel comfortable about coming to school, and provide alternate explanations for students.