Pre-service teacher education programs play an important role in the development of beginning teacher' self-efficacy and identity. Research suggests that this development is influenced by the "apprenticeship of learning". However, there remains limited research about the self-efficacy beliefs and identity construction of beginning pre-service teachers entering teacher training, and the impact of the education programs on the development of these attributes. This paper reports on the first phase of a longitudinal study that investigates beginning pre-service teachers' views of what it is to be a teacher. In 2010, the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was administered twice (start and end of the year) to beginning pre-service teachers enrolled in three programs: the Graduate Diploma of Early Childhood Education; the Graduate Diploma of Education--Primary; and the Graduate Diploma of Education--Secondary. Identity data in the form of text and visual representations of the teachers were also collected. This paper focuses on the results from the self-efficacy scale, highlighting the similarities and more notable contrasts in individual perceived ratings of teacher self-efficacy. Implications for further research are shared. (Contains 4 tables.)