The culminating experience of the student teaching internship provides the preservice teacher (PST) a unique opportunity to apply theoretical knowledge to practice. It is a time to develop critical thinking skills, pedagogy and practical knowledge learned from their courses (Rhoads et al., 2013; Turvey & Hayler, 2017). A quality internship experience is vital training for developing self-efficacy in future teachers. As the PST teaches, they need to reflect on what occurs in order to develop self-efficacy. Kolb's (1984) Experiential Learning Theory supports the concept that the PST learns from experience, while their abilities and self-efficacy improve (Dennison, 2010). PSTs do not necessarily know how to effectively practice reflection (Myck-Wayne, 2007). This study investigates the ways that reflective interviews about teaching experiences impact PSTs' self-efficacy development. [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.]