This study aimed to investigate the impact of the school experience courses on prospective special educational needs teachers’ sense of self-efficacy. The study was conducted with 96 prospective teachers studying at Ondokuz Mayis University, Ankara University and Gazi University. Pre-experimental design with one group pre-test and post-test was employed. The prospective teachers’ sense of self-efficacy was measured with “Turkish Version of Teachers’ Sense of Efficacy Scale” developed by Tschannen-Moran & Woolfolk-Hoy (2001) and adapted into Turkish Language by Capa, Cakıroğlu ve Sarikaya (2005). The data were analyzed through the independent t-test, the dependent t-test and Mann Whitney U Test and test at .05 significance level. The analysis revealed that the school experience courses increased the prospective teachers’ sense of efficacy, the impact of the school experience courses on the prospective teachers ’ sense of efficacy didn’t change according to gender but it had more impact on the prospective teachers graduated from vocational high-school.