The purpose of this project was to examine the results of a pre and post-program assessment of secondary teacher education candidates' perceived self-efficacy to teach at their entry into (pre-assessment) and at the conclusion of their teacher education program (post-assessment). The participants for this project were 200 secondary school pre-service teaching candidates at a mid-sized urban university in the Midwest in the fall of 2016 through the spring 2020. Significant correlations were found among several of the identified key components of self-efficacy and several significant gains were seen in participant responses in perceived teaching self-efficacy when pre and post-program questionnaire data were compared. Implications for teacher education preparatory programs and new teacher perceived self-efficacy are discussed.