This mixed-methods study examined teachers' culturally responsive teaching (CRT) self-efficacy beliefs and the relationships among selected academic, demographic, and experiential factors. Guided by theoretical and empirical research on CRT, teacher dispositions, and assessment in teacher education (TE) programs for culturally and linguistically diverse (CLD) students, this study utilized an extended version of Siwatu's 2007 Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale to conduct correlational and comparative statistical analyses. Data sources included surveys from 265 participants enrolled in TE classes in the spring 2012 in Texas (one private and one public university). Content analyses were also conducted on participants' descriptions of CRT activities using a priori and inductive coding methods to triangulate and elaborate the explanation of quantitative results. In this population, those with higher CRTSE were typically young (undergraduates), specializing in ESL and bilingual certification coursework, who felt their TE program prepared them well for working with CLD student populations. Regression analyses showed that certain certification areas (ESL, bilingual, elementary, and advanced) and perceptions of better quality in TE program preparation for working with CLD students emerged as significant predictors of increased CRTSE. Those with second language skills were more efficacious in delivering linguistically-responsive instruction, and those professing more experiences with and interest in diverse individuals felt more confident in applying CRT skills. While the younger teacher candidates felt more efficacious, their descriptions of CRT were less sophisticated than those with more teaching experience. Despite much of the literature relating to CRT and minority teachers, ethnicity was not a significant factor in heightened CRTSE. This study informs TE programs for better measuring and supporting teacher candidate CRT development by revising and extending Siwatu's 2007 study in three ways. First, the CRTSE Scale instrument was extended to include items that address greater depth and breadth of the culturally responsive teaching continuum as developed by the researcher, relating particularly to language and literacy development of English language learners. Second, this study involved a more varied and appropriate population, including both pre-service and in-service teachers. Third, specific participant factors were analyzed to see which correlated with higher CRTSE Scale scores.