This study investigated the impact of career preferences on the teaching self-efficacy of preservice accounting teachers. Employing a descriptive census survey, data were collected from 284 final-year preservice accounting teachers at two universities in Ghana. The study utilised an adapted Teacher Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy, along with demographic scales focusing on preferred career choices. Data analysis was conducted using an independent samples "t" test. The findings revealed variations in self-efficacy levels among preservice accounting teachers based on their inclination towards or away from a teaching profession. Preservice accounting teachers with a preference for teaching demonstrated higher self-efficacy in areas such as student engagement, instructional strategies, and classroom management. The study suggests that selection criteria for admitting students to accounting education programmes should consider career preferences.