The purpose of this study was to perform a longitudinal examination of the teaching self-efficacy of preservice agricultural education teachers. Data were collected for two years at The University of Georgia and Texas A&M University during the Fall 2004 and Spring 2005 and the Fall 2005 and Spring 2006 semesters (N = 102). Data were collected at the following three collection points: (1) before methods class, (2) after methods course/before student teaching, and (3) after student teaching. Teacher efficacy scores in student engagement, instructional strategies, and classroom management improved at each point of data collection. Preservice teachers were the most efficacious in instructional strategies and classroom management and the least efficacious in student engagement.
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