This study assessed perceptions of self-efficacy and successful intelligence among 220 Chinese prospective and in-service secondary school teachers in Hong Kong. Teacher self-efficacy in six domains - teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning - was related to the three triarchic dimensions (analytical, creative, and practical) of successful intelligence. Each of the three triarchic abilities was found to contribute independently and in combination to the prediction of the six domains of teacher self-efficacy. Practical abilities were the most significant predictor of self-efficacy beliefs in five domains. Teaching teachers for successful intelligence, in strategies to enhance teacher self-efficacy, is discussed. [Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/01443410802259246]
