As part of a grant-funded project, the authors have designed an alternative certification program, E = mc[superscript 2], funded by U.S. Department of Education under its Transition to Teaching Program. Before beginning their student teaching, participants conduct observations, interviews, tutoring, small group instruction, and isolated whole group instruction. During student teaching, participants are enrolled in a second methods course to address the hypothesis of Utley, Moseley, and Bruamt (2005) that a lack of change of efficacy during student teaching is due to a lack of support. To study the effect of E = mc[superscript 2] program on the development of self-efficacy among cohorts of content-strong preservice teachers, the authors borrowed constructs from two instruments measuring teacher self-efficacy in science and mathematics and two constructs from another instrument that measures instructors' teaching efficacy and self-confidence in knowledge of content. This brief explores the relationship between those four constructs: outcome expectancy (OE), or the degree to which a teacher believes students can learn from his or her teaching; personal teaching efficacy (PTE), or the degree to which a teacher believes he or she can teach effectively; knowledge efficacy (KE), or teachers' confidence in their knowledge of content; and teaching efficacy (TE) across the program. (Contains 1 figure and 1 table.)