This mixed-methods pilot study examined the effectiveness of brief motivational interviewing (MI) training on middle school teachers' efficacy in providing career services to socioeconomically disadvantaged students. Forty-five teachers (55% men) received a six-hour training on the career-development needs of middle school students and MI techniques. Quantitative results indicated a significant effect of training on teachers' sense of efficacy regarding student engagement. Qualitative data indicated teachers' increased sense of efficacy in providing career services and their personal and professional development. These results imply that MI can be effective in supporting teachers' competencies and can motivate students of low socioeconomic status.