This study explores the influence of negative reactions to failure on the creative self-efficacy of preservice special education teachers and evaluates the significance of these characteristics. The study included a sample of 61 undergraduate students enrolled in a four-year elementary special education program at a teacher training university in Region A. Participants were administered self-report questionnaires to assess learned helplessness in both academic and everyday contexts, as well as creative self-efficacy. Data were analyzed using descriptive statistics, correlation analysis, and regression analysis. The results indicated a significant negative correlation between all variables of perceived learned helplessness-including perceived lack of control, absence of positive affect, and lack of active engagement-and creative self-efficacy. Regression analysis further indicated a significant predictive relationship between perceived lack of control and creative self-efficacy. These findings highlight the importance of understanding negative explanation style which can impede creative self-efficacy. The implications of this research could be valuable for educational practitioners and researchers aiming to enhance creative self-efficacy of pre-service special education teachers.