The present study aimed to analyze the relationship between the level of training in inclusion and the degree of self-efficacy perception. It was conducted under a positivist paradigm, using a quantitative descriptive correlational approach with a non-experimental cross-sectional design. The instruments used for data collection were the 'Training in Inclusive Education' and the 'Self- Efficacy Scale on Inclusive Teaching Practices' (EAPDI). The sample consisted of 141 teachers affiliated with two institutions, one private and the other public. The results obtained revealed a correlation coefficient of p=0.124 between inclusion training and self-efficacy, indicating that no statistically significant relationship was found in this sample of 141 teachers.