The foundation for the successful work of pre-service teachers in the education of students lies in their professional and pedagogical knowledge and skills, reinforced by self-confidence in applying them when addressing more demanding situations in classrooms. This study aimed to examine the perceived efficacy of pre-service teachers. The research was conducted on a sample of 141 pre-service teachers from Pavol Jozef Šafárik University in Košice. Exploratory factor analysis was employed to validate the research instrument (the shortened, revalidated version of the Ohio State Teacher Efficacy Scale), indicating the existence of three factors (perceived efficacy in adapting teaching to students, managing the classroom, and providing students with learning challenges), as the original model tested by confirmatory factor analysis did not sufficiently fit the data obtained from respondents. The research assessed factors influencing the self-efficacy of pre-service teachers. These factors included gender, field of study, motivation for choosing teacher education, types of teaching practice completed, and courses/subjects related to inclusive education. Significant differences were observed in adapting teaching to students in terms of motivation for teaching, and in adapting teaching and providing students with learning challenges in terms of completed teaching practice. The results in the context of a specifically focused study suggest that, to strengthen these components of pre-service teachers’ self-efficacy, it would be beneficial for university instructors to understand pre-service teachers’ motivation to pursue a teaching career, support the development of their professional identity, and foster more reflective teaching practice through mentors in schools.