The aim of this study is to determine the technology integration self-efficacy of special education teachers. Within the scope of the study, it was examined whether the technology integration self-efficacy of special education teachers varies according to gender, professional seniority, in-service training and postgraduate education variables. Two measurement tools, technology integration self-efficacy scale and personal information form, were used in the study. The study was conducted with 206 special education teachers working in public and private special education institutions in different cities in Turkey. The results show that special education teachers' technology integration self-efficacy is at a moderate level. When it was examined whether the technology integration self-efficacy of special education teachers differed according to gender and professional seniority, no significant difference was found in the self-efficacy of the participants according to these two variables. Male special education teachers and those with low professional seniority had high technology integration self-efficacy scores. Finally, in-service training and post-graduate education of teachers appear to be an important factor in their technology integration competencies. Teachers who received in-service training or postgraduate education were found to have a very high level of technology integration self-efficacy perception.