According to some research 3-10% of children in pre-school education show premanent deviations in behavior that go beyond the limits of the developmental phase or manifest serious forms of emotional and behavioral problems which can have an impact on the child’s future psychosocial development. Therefore, it is important to work on the prevention of emotional and behavioral problems, in which the educator has a significant role. Research also shows that the belief about one’s own effectiveness at work (self-efficacy) has numerous positive outcomes such as work efficiency. Thus the aim of this research was to examine the self-efficacy of educators who work with children who are showing risky behavior, as well as some determinants of the educator’s self-efficacy for working with children with risky behavior, such as knowledge about children’s risky behavior, experience, the role of parents, the quality of cooperation with colleagues and the professional team. The research was conducted using an online questionnaire in Croatia on a sample of 184 educators during July and August of 2022. Self-assessment scales were used. The results of the research showed that educators highly estimate the specific self-efficacy for working with children with risky behaviors, whereby higher self-efficacy is estimated by educators who have a longer experience. The results of the hierarchical regression analysis showed that knowledge about risky behaviors, work experience, perception of the role of parents and the quality of cooperation with other educators in the group were positive predictors of self-efficacy for working with children who show risky behaviors. Also, the quality of cooperation with the professional team additionally positively predicted the self-efficacy of educators for working with children with risky behaviors