The purpose of this study was to investigate the effects of a secondary content-specific methods course and student teaching on preservice teacher efficacy. The study employed a single-group pretest-posttest 1-posttest 2 design. The repeated-measures analysis of variance indicated no significant change in overall teacher efficacy from the beginning of the secondary methods course until the end of student teaching; however, overall efficacy did increase significantly after the secondary methods course but by the end of student teaching had returned to its original pre-secondary methods course level. Classroom management efficacy over all three test times--before and after methods course and after student teaching--was unchanged. Instructional strategies efficacy was shown to be statistically significant and positively affected by the secondary methods course, but no significant change in instructional strategies efficacy was detected after student teaching. No significant change in student engagement efficacy was found immediately following the methods course, but student engagement efficacy significantly decreased after student teaching. Implications of the research on preservice teacher efficacy for teacher preparation and suggestions of strategies for improving efficacy are examined. (Contains 6 tables and 1 figure.)