This study was conducted to reveal how and why teacher self-efficacy developed by bridging the theoretical instruction of teacher education program coursework to the real-world enactment of specific classroom management strategies. Low teacher classroom management self-efficacy has been correlated with early teacher attrition, perpetuating the opportunity gap for students in high turnover schools. The purpose of this study was to explain the how and why of classroom management self-efficacy development during a designed experience in the context of clinical practice. Five participants engaged in an eight-session seminar designed to teach how to use concrete, actionable classroom management strategies and plan for the purposeful practice of those strategies. The seminar included cyclic individual and group reflection. Explanatory case study was used to reveal the self-efficacy development experience. Pre and post-study focus groups, seminar sessions, and responsive interviews were audio-recorded, transcribed, then analyzed using progressive coding techniques. Results indicate that self-efficacy with classroom management improved due to mastery experiences woven together with referential comparisons to vicarious experiences, verbal persuasion, and physiological and affective states. Implications are that classroom management self-efficacy can be improved by intentionally increasing coherence between conceptual understandings of teacher education program instruction and enactment in classrooms, using designed experiences rich with self-efficacy inputs. [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.]