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This article describes results from a study that examined the relationships between teacher discipline, type of teaching degree, and teacher feelings of preparedness and the self-efficacy beliefs of early intervention and preschool teachers with regard to either natural environment or inclusion practices. Results showed that feelings of preservice teacher preparedness were related to the self-efficacy beliefs of both early intervention and preschool special education teachers. Furthermore, the findings revealed that teacher discipline and the type of degree moderated the relationship between teacher preparedness and self-efficacy beliefs among preschool special education but not early intervention teachers.