This study aimed to determine preschool teachers' self-efficacy belief levels and their classroom management skills and to examine the relationship existing between them. The research, which was designed according to the correlational survey model, was conducted on 274 preschool teachers. Descriptive statistics, inferential statistics, and correlational statistics were used to analyze the data collected via the "Self-Efficacy Belief Scale of Pre-Service Teachers" and "Classroom Management Skills Scale for Pre-Service Teachers." The findings of the study revealed that preschool teachers' self-efficacy belief levels and classroom management skills were high, and affected by teachers' age, seniority, type of school, and the number of children in the class. In addition, the findings of the study revealed that there were positive, moderate, and strong relationships between preschool teachers' self-efficacy and professional skills and classroom management skills. The moderate positive relationship between teachers' self-efficacy belief and classroom management skills showed that the qualities achieved in these two areas affected each other.