Computer science (CS) in K-12 education is growing rapidly in response to national educational policy. As a result, teacher education programs are increasingly integrating CS within their courses. As pre-service teachers (PSTs) develop knowledge about learning and teaching CS, it is imperative to help PSTs build self-efficacy in CS and associated technology integration. Few instruments have been validated for PSTs’ self-efficacy for future integration of CS. This study presents an analysis of a survey for CS self-efficacy of PSTs. Confirmatory factor analysis (CFA) indicated the items align with the construct, and results demonstrate the validity of the instrument to assess PSTs’ self-efficacy to integrate CS.