The current manuscript focuses on helping the reader understand the influence of teaching self-efficacy on special educator's practice and participation in PD activities as well as background on the availability of high-quality PD opportunities. More specifically, the purpose of this investigation is to provide further evidence for the relationship between type of PD and teachers' self-efficacy as well as the effect of format of PD on the application of skills within the classroom. The following research questions will be addressed: 1) What are the current PD activities of early childhood special education teachers in Kansas—type (delivery system), helpfulness of PD and future PD needs? 2) Does a relationship exist between teaching self-efficacy for preschool and infant/toddler practices and the degree to which PD activities allowed them to apply skills within their current position? 3) Does self-efficacy predict how well specific PD activities allowed them to apply skill within their current position? (author abstract)