As a result of the increased prevalence of children diagnosed with Autism Spectrum Disorder (ASD), it is critical that special education teachers are adequately prepared to serve the needs of this population (Baio et al., 2018). Of concern is that many special education teachers report receiving minimal instruction within their teacher preparation programs to adequately service students with ASD (Morrier, Hess, & Heflin 2011; Stahmer, Collings, & Palinkas, 2005). A study was conducted to examine the relationship between the coursework related to ASD included within special education credential programs and preservice special education teacher self-efficacy to provide effective instruction to students with this diagnosis. Using an embedded mixed methods and correlational design, surveys were electronically distributed to preservice special educators in the final year of instruction within mild/moderate credential programs in the state of California. Additionally, interviews were conducted with program coordinators of special education teacher preparation programs and course syllabi were analyzed. Collected data were used to describe the impact of coursework specific to ASD on preservice special education teachers' self-efficacy to provide services to this population.