In this study, the authors examined prospective elementary school teachers’ culturally responsive teaching self?efficacy beliefs. The Culturally Responsive Teaching Self?Efficacy Scale was administered to a sample of 104 preservice teachers enrolled in a teacher education program located at a large Midwestern university. These results suggested that prospective elementary school teachers felt more confident in their ability to use a variety of teaching and instructional methods, communicate with parents, and develop positive, trusting relationships with students. The sample of preservice teachers, however, were less confident in their ability to communicate with English Language Learners, minimize the effects of the cultural mismatch, and teach students about their cultures’ contributions to science and math. The implications of these findings for both research and the preparation of culturally responsive teachers are discussed.