Preservice field placements and student teaching experiences have been identified as influential factors in elementary teaching candidates' (ETCs) development as teachers. This study examined several factors during the student teaching experience, including the English language arts (ELA) teaching self-efficacy of cooperating teachers (CTs) and university supervisors (USs), ETCs' perceptions of CT and US quality in ELA, CT and US public school teaching experience, and ETCs' opportunities to learn ELA instruction. Using a multiple regression analysis that included 192 ETCs linked with their CTs and USs, this study found several of these factors to be significantly associated with ETCs' perception of US quality and ETCs' opportunities to learn ELA instruction. These findings have implications for policy, practice, and research related to teacher preparation programs and field placement and student teaching experiences.