Purpose: This study provides a longitudinal examination of the influences enhancing or constraining the development of efficacy in ten induction physical educators. Method: Over a span of three years, data from structured interviews and responses to the Physical Education Teaching Efficacy Scale were collected at seven time points. Utilizing a mixed-methods approach, data were analyzed for qualitative themes and quantitative trends through the lens of various factors known to influence the career cycle. Results: In the personal environment, the presence of positive individual dispositions, the ability to balance competing demands, and high levels of perceived support emerged as constructive enhancers of efficacy. In the organizational environment, positive influences included the ability to meet the expectations of stakeholders and perceived confidence related to the tasks of teaching. Over time, significant differences existed for the survey categories measuring efficacy in content knowledge, accommodating skill level differences, teaching students with special needs, and instruction. Furthermore, significant differences also occurred related to gender, geographical location/setting, and school classification. Conclusion: Efficacy levels in beginning physical educators are highly dynamic and context-specific, but the presence of high levels of perceived support, both personally and organizationally, can positively enhance the efficacy of induction teachers related to balancing demands both inside and outside the classroom. Implications include the necessity for authentic and thorough preservice training and upon employment, access to adequate resources.