The intent of this critical ethnographic study was to identify the perceived role preschool practitioners have in the promotion of self-efficacy in children who have suffered from traumatic events. This study additionally explored the application of the four principal sources which foster self-efficacy (Bandura, 1977) in everyday interactions and in curriculum implemented in the classrooms. Two research questions guided this study that included 1.) What perceived role does the preschool practitioner have in promoting self-efficacy in preschool children who have suffered from traumatic events? 2.) What methods do practitioners use to integrate the four principal sources of forming self-efficacy into the daily classroom experiences for the children who have suffered from trauma? The data sets were collected in the form of field notes that were previously transcribed by an organization employee, tally sheets, and semi-structured interview transcripts. The participants for the semi-structured interview portion of this study included five practitioners employed at various sites within the organization. Social Cognitive Theory provided the lens which data sets were analyzed. After completing the open-coding and axial-coding phases, triangulation was applied which led to the emergence of three key sections that offered insight into the questions specified. These three key sections were (a) practitioner experiences of working with children who experience trauma: children's displayed behaviors; (b) Research Question 1: practitioner's perceived role in promotion of self-efficacy; (c) Research Question 2: integration of four principal sources selfefficacy is derived from. The critical ethnography methodology applied in this qualitative study provided the existing body of literature with perceptions drawn from the participant observer perspective. Further research on this topic would provide additional depth and understanding of the perceived role practitioners have in the promotion of self-efficacy in preschool children who have suffered trauma. Also, additional identification of tangible methods used by practitioners to integrate the four principal sources self-efficacy is derived from into the classroom experiences could be used to continue to inform practice. The methods carried out in this study have not been applied often in the previous literature, allowing this research to offer new insight on the topic of self-efficacy in education.