With limited research on teaching efficacy specific to physical education, the Physical Education Teaching Efficacy Scale was created. It was composed of 80 efficacy statements answered on a numerical scale anchored by 1 (cannot do) and 10 (highly certain I can do). Sample items include, “I can use routines so students do not waste time during PE class,” and “I can organize and run active classes so that students are not likely to get hurt.” During the 2006-07 academic year, 497 preservice PE teachers attending 10 universities completed the scale. Universities from which data were collected included: Baylor University, Georgia State University, Louisiana State University, Mississippi State University, Montana State University, Oregon State University, Southeastern Louisiana University, University of South Florida, University of Mary Hardin-Baylor, and Wayne State University. Of the 497 respondents, over half (64%) were male, and the majority indicated their race as White (73%) or Black (19%). Participants ranged in age from 18 to over 40 years; a little over half (58%) were between 20 and 23 years, and 23% aged 25 years or older. Most (87%) were undergraduate PETE majors, with the remainder pursuing teacher licensure through alternate certification. Of undergraduates, 182 had not engaged in teaching field experiences, 155 had had at least one field experience course, and 93 were in or about to enter student teaching. Factor analysis identified 7 factors derived from 59 items. Means of factor scores were (in decreasing order): efficacy for instruction (8.33), efficacy for accommodating skill level differences (8.07), efficacy for using technology in teaching PE (8.04), efficacy for assessment (7.95), efficacy for teaching students with special needs (6.84), efficacy about content knowledge (6.41), and efficacy about applying scientific knowledge in teaching PE (6.41). Responses indicated, on average, preservice teachers felt highly efficacious about classroom management (e.g., “I am comfortable being the authority figure, even if it means my students don't like me sometimes”), and aspects of instruction (e.g., “I can demonstrate and explain a skill/drill so that the class understands what to do”). However, they expressed comparably lower levels of confidence in their knowledge base and ability to teach certain types of content (e.g., dance, racket games, outdoor recreation, exercise science concepts), and capabilities to effectively teach students with special needs including limited English skills. These data provide a clearer understanding of efficacy beliefs among PETE students and provide a dataset for which to compare future research.Keyword(s): measurement/evaluation, professional preparation, research