The current study investigated the Lecture Teaching Method and Socratic Teaching Method to determine if there was a relationship between pedagogical methods and Counselor Self-Efficacy (CSE). A course in Advanced Professional Development was utilized to determine if teaching methods could affect student perceptions of competence to practice effectively in future counseling situations. Results of the study indicated that students who received instruction from the Socratic Teaching Method and Lecture Teaching Method outperformed their peers, who did not receive instruction in Advanced Professional Development, on measures of CSE. Additionally, students in the Socratic Teaching Group had increased measures of CSE over the Lecture Teaching Group. Lastly, suggestions for future research and the implications of this study are described. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]