In this quasi-experimental study, 127 preservice teachers from two community colleges enrolled in a mathematics for teachers two-course sequence. Control and experimental groups were used to investigate the effect that fieldwork had on efficacy beliefs. The Mathematics for Teaching Efficacy Beliefs Instrument (MATHEMATICS TEACHING EFFICACY BELIEFS INSTRUMENT) was used to gather data. Fieldwork was determined not to be a significant factor of personal mathematics efficacy or outcome expectancy. Personal mathematics teaching efficacy did significantly increase for both experimental and control groups; however, mathematics teaching outcome expectancy significantly increased only for the experimental group. Results also showed that length of term was a significant factor of teaching efficacy. Suggestions for further research are also included. [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.]