Background: Elementary schoolteachers are an important vehicle for teaching students health skills that will carry them through life and reduce their future risk of disease linked to health behaviors. Purpose: To determine whether university classroom instruction resulted in increased self-efficacy and intent to teach a skill-based health curriculum for elementary preservice teachers seeking certification. Methods: A quasi-experimental design examined preservice teachers' self-efficacy, outcome expectations, outcome value, and intent to teach health skills and content in pre-service teachers seeking certification who participated in a teaching methods class compared to controls who did not. Results: A significant interaction between groups over time was found for self-efficacy, outcome expectations, and intent to teach. Furthermore, pre-service teachers exposed to the course were more likely to express an intent to teach skill-based health education and outcome values were higher postintervention. Discussion: A skill-based health methods class increases pre-service teachers' self-efficacy and desire to teach skill-based health education. Translation to Health Education Practice: The importance of health issues in the elementary school, coupled with the fact that most elementary health education is taught by classroom teachers and that self-efficacy is linked to teacher effectiveness, implies that well-designed curricula are imperative for future elementary schoolteachers.