Today’s teachers and administrators must educate students for character. But, teachers are inconsistently prepared for this challenge. This descriptive study examined teachers’ sense of effi cacy for character education among pre-K–12 teachers based on their type of character education training. The Character Education Effi cacy Belief Instrument (CEEBI) was used to collect data at a southwestern school district of more than 61,000 students and more than 3,500 teachers. By employing analyses of variance (ANOVAs), this study examined the relationship between the teachers’ Personal Teaching Effi cacy (PTE) and General Teaching Effi cacy (GTE) scores and the following teacher characteristics: type of institution from which teacher certifi cation was received, school setting, type of character education training received, and years of teaching experience. The results of this study offer opportunities to understand how to prepare teachers to become character educators. The implications of this study on character education, professional development, pre-service training, and future research are explored.