Elementary teachers' science teaching self-efficacy has concerned researchers for many years. This case study explores the perceptions and experiences of an elementary preservice teacher as she engaged in action research to improve her science teaching self-efficacy. Findings suggest that action research provides the support and structure a preservice teacher needs when targeting sources of low self-efficacy and that time and space for preservice teachers to engage in action research should be considered as a method of instruction when planning field-based science methods courses.