This study aims to identify factors associated with pre-service teachers' self-efficacy in handling racist incidents among students. Specifically, it examined the effects of anti-racist learning opportunities, racist attitudes, and emotional responses to imagined racist incidents on teachers' self-efficacy in a sample of 397 pre-service teachers in Germany. The findings indicate that the perceived quality of anti-racism courses significantly predicts self-efficacy, whereas the quantity of courses attended had no significant effect. Anticipated positive emotions were positively associated with self-efficacy, whereas negative emotions had a detrimental effect. Although no direct significant effects of pre-service teachers' racist attitudes on self-efficacy were found, results suggest there are indirect effects mediated by emotional responses. These findings underscore the importance of both cognitive and affective processes in shaping pre-service teachers’ perceived ability to respond to racism among students in classroom settings. We discuss practical implications that can inform and enhance anti-racist practices in teacher education.