This study examined preservice teachers’ self-efficacy in teaching children with disabilities to determine whether firsthand field experience in an inclusive setting influences preservice teachers’ self-efficacy. A total of 146 preservice teachers enrolled in an early childhood teacher education program in a suburban area in the U.S. Midwest participated in this study. The results revealed that the preservice teachers with firsthand field experience (attendance) in an inclusive classroom perceived themselves to be more efficacious than their counterparts. However, there were no significant effects of time spent at the inclusive setting and courses taken. The present study discusses educational implementation of firsthand experience into teacher preparation programs to enhance teacher effectiveness.