The aim of this thesis is to examine and analyze students' perceptions of self-efficacy in Technical Education classes, specifically how students assess their own self-efficacy. The analysis was conducted across three domains: academic, social, and emotional self-efficacy. The participants in this study were fifth, sixth, seventh, and eighth-grade students from two elementary schools (N=252). The study used the Children's Self-Efficacy Questionnaire, which was supplemented with basic information about the students (gender, grade level, and final grade in Technical Education from the previous year). The questionnaire was modified so that the questions related to Technical Education were placed at the beginning, making students more aware that the questionnaire pertains to this subject. The results indicated that as students grow older, specifically when transitioning to higher grades, they tend to evaluate their academic self-efficacy lower. There is also a strong positive correlation between the variable of the previous year's final grade in Technical Education and academic self-efficacy. The findings showed that students perceive their social and emotional self-efficacy to be high, whereas this is not the case with academic self-efficacy. In Technical Education classes, it is essential to ensure a positive classroom environment, allowing students to feel satisfied during lessons and effectively complete tasks while developing their self-efficacy across all domains.