A traumatic event refers to a difficult, threatening event that occurs suddenly and is an unpleasant experience that can befall children, youngsters, and adults. Children are a vulnerable group that needs support when they face a traumatic situation (for example, the loss of loved ones, abuse, a devastating earthquake...). Sometimes a child experiences trauma inside their home, so the only safe place for him can be kindergarten. Then preschool teachers should be supportive to the child. That is why the self-efficacy of the preschool teachers is important, which implies faith in one's own abilities, in order for the preshool teacher to provide support to the child who has experienced trauma. Self-efficacy has a number of positive outcomes, so the aim of this paper was to examine some individual and environmental determinants of preschool teachers' self-efficacy in providing support to preschool children after traumatic events such as compassion, knowledge of trauma, and satisfaction with working in kindergarten. The research was conducted through an online questionnaire in the Republic of Croatia on a sample of 203 preschool teachers during june and july 2021. Self-reported scales for assessing compassion, knowledge about trauma, satisfaction with work in kindergarten and self-efficacy for working with children after traumatic events were applied. The results of the research in which hierarchical regression analysis was applied showed that compassion and knowledge about trauma are positive predictors of preschool teachers' self-efficacy for working with children after traumatic events, while job satisfaction was not a significant predictor of preschool teachers' self-efficacy for working with children after traumatic experiences. Knowledge of trauma proved to be the only significant predictor of self-efficacy beliefs for working with children after traumatic events when variables of compassion and job satisfaction were included in the model.