With environmental issues growing globally, action for environmental protection is necessary to prevent further loss of biodiversity. One avenue for addressing these issues is through civic action. While programs have been developed to introduce youth to civic action during adolescence with the help of trained educators, little is known about educator self-efficacy (SE) in facilitating this type of program. To assess the SE of pre-service educators (PSEs) in facilitating a civic action curriculum, a workshop was hosted to introduce 30 PSEs to the process of a civic action project. This workshop was used to conduct an exploratory study with a convenience sample of PSEs. A mixed-methods pre- and post-survey with no control group was used to compare SE before and after the workshop. A statistically significant increase in SE was observed from the pre- to the post-survey (p < 0.01), suggesting an increase in PSE SE in guiding youth through a civic engagement project. Additionally, open-ended questions about PSE’s understanding of civic engagement suggested that the educators had a limited understanding of civic engagement for youth prior to the workshop but improved their understanding following the workshop. While limited by the exploratory nature and small sample size, these findings suggest that PSEs may benefit from participation in similar workshops to support their self-efficacy to facilitate youth-led civic action projects.