The purpose of this study is to examine the observed relations between contextual variables, pupil control ideology, and pre-service teachers’ self-perceptions of teaching efficacy. Eighty-three pre-service teachers were presented with one of three fictional classroom conditions manipulating the presence of classroom resources and time constraints for instruction. The participants were also administered measures of teaching efficacy and pupil control ideology. Direct effect analysis was conducted in order to determine if teaching efficacy mediates the relation between contextual variables and pupil control ideology. Results indicated significant direct effects between (a) participant teaching efficacy beliefs, and pupil control ideology, as well as (b) participant assigned condition and pupil control ideology beliefs. Results provide implications for teacher education programs.