One of the most important variables affecting student success in education is teachers and the other is families. Teachers working in collaboration with families and families participation in education contributes positively to the development of students. It is also critical that special education teachers collaborate with the families of students with special needs. Special education teachers’ knowledge and attitudes towards working with families are formed during their undergraduate studies. Therefore, the aim of this study is to examine the attitudes and efficacy perceptions of special education preservice teachers towards working with families in terms of different variables. Correlational survey model is used as a research model. Data were analyzed using SPSS 24.0. From seven different universities which were chosen randomly, 490 special education teacher candidates volunteered to participate in the study. The variables of gender, university, grade level and different experiences with families were examined in relation to their attitudes and efficacy perceptions. The results showed that attitudes and perceptions of efficacy towards working with families differentiated in relation to experiences with families and taking a course about families. In addition, there was a positive correlation between the attitudes towards working with families and the perception of efficacy.