This study aims to examine secondary school teachers' self-efficacy in organizing trips to out-of-school environments. In this research, the descriptive survey method was used. The research was carried out with a total of 208 Science, Social Studies, Maths, and Turkish teachers, 117 of whom were males and 91 of whom were females, all working in secondary schools in the city center of Tokat province. A questionnaire form consisting of three parts was used in the study. Within the framework of the general purpose of the study, among the descriptive statistical methods (f) frequency, (%) percentage, and (x̄) mean values were used to examine the sub research questions. In the research, since data showed normal distribution, the parametric analysis methods ANOVA and t-test were used. Open-ended questions were subjected to content analysis. As a result of the research, it was concluded that the teachers considered themselves sufficient about organizing trips. It was observed that teachers' self-efficacy belief scores for organizing trips were different by educational status. However, it was observed that they were not differentiated by variables such as gender, the department they graduated from, frequency of organizing trips, and the professional service period. It was determined that teachers in various fields most frequently used the schoolyard as out-of-school learning environments. It was found that teachers have experienced problems such as getting permission from students, parents, and institutions; and taking control and providing safety of students, and receiving feedback from students about the trip organization activities.