Teachers in a new school setting tend to display lower teacher efficacy, which negatively affects teaching performance and student learning. The purpose of this qualitative case study was to examine the perceptions of teacher efficacy in pre-service teachers and explore key factors influencing the perceptions as a result of pre-service training. Understanding these factors is crucial to empower pre-service teachers in a rapidly changing educational environment. The conceptual framework used for this study was Bandura's efficacy belief and Lave and Wenger's situated learning. An individual's belief about their capabilities to plan and execute actions to achieve desired outcomes is highly affected by a situated environment in which an individual's performance occurs. Data were collected via semi-structured interviews, reflective journals, and a focus group discussion in this qualitative case study. A sample of 13 research participants shared their perceptions and experiences regarding teacher efficacy in pre-service teachers. Findings show increased teacher efficacy as a result of pre-service training owing to their successful acculturation and transformation to a new school climate. Also, factors that enhanced teacher efficacy are consistent with Bandura's sources of efficacy belief--mastery experiences, vicarious experiences, verbal persuasion, and physiological and emotional states. School leaders should provide pre-service teachers with orientation events and resource packets on their arrival, mentoring support, various professional learning opportunities, extended practicum sessions, various language-specific training, co-teaching practice, collaboration with seasoned teachers, and training on reflective teaching practice. Future researchers should consider examining how teacher efficacy in pre-service teachers changes throughout their early career after pre-service training is completed. Furthermore, future research can examine how digital teaching and learning influences teacher efficacy in seasoned and novice teachers in the 21st digital age. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]