The primary goal of this paper was to determine the different aspects of kindergarten teachers’ efficiency self-evaluation and the evaluation of preschool students’ behaviour. The efficiency self-evaluation is divided into these dimensions: student engagement, classroom management and instructional strategies. The preschool students’ behaviour evaluation is grouped into these dimensions: extreme behavioural problems, internalized behavioural problems and the social competence of early development and preschool students. Two hundred and fifty-four kindergarten teachers from eleven kindergartens, including five towns from the Zagreb county, have participated in the research. Each teacher evaluated one child with behavioural issues. The self-efficacy in relations to specific child scale and the social competence and behaviour evaluation scale – preschool edition have been used with the purpose of collecting data. A high level of efficiency self-evaluation by the teachers working with children with behavioural issues has been determined by the research results. Teachers have estimated that the externalized and internalized behavioural problems appear sometimes, as does social competence. All three dimensions of efficiency self-evaluation correlate with the estimated externalized behavioural problems and children’s social competence. Higher efficiency self-evaluation is connected to higher estimations of children’s social competence. In the field of student engagement higher efficiency self-evaluation results in higher estimation of externalized problems as well. While in the fields of classroom management and instructional strategies it is linked to lower estimations of externalized behavioural problems. Gender differences according to teachers’ estimations are visible at the level of social competence and externalized behavioural problems, where girls are valued more socially competent, with less externalized behavioural problems than boys. Older teachers with more experience are prone to estimate less externalized behavioural problems, and more of the internalized ones, as opposed to younger, less experienced teachers. The contribution of this paper is in the better understanding of kindergarten teachers’ efficiency self-evaluation in working with children who have behavioural problems, with the goal of preventing the development of unwanted psychosocial outcomes in early child development.