The current study took place in a North Texas public school district. The purpose was to compare levels of teacher self-efficacy among beginning teachers who had participated in traditional and alternative teacher educator preparation programs (EPPs). Additionally, the perceptions of beginning teachers were explored in relation to their self-efficacy and teaching position. A mixed-method study was used to gather both quantitative and qualitative data. Part I of the current study involved 112 participants completing the Teacher Sense of Self-Efficacy questionnaire. The questionnaire focused on three areas of self-efficacy in teaching: student engagement, instructional strategies, and classroom management. Furthermore, two additional questions gauging the participants' satisfaction with their current role and their intention to remain in education were included. The findings for this part of the current study indicated that there were no significant differences in teacher self-efficacy among participants who completed an alternative EPP and those who completed a traditional EPP. Part II of the current study included data collected through interviews with seven selected participants. From these interviews, four themes emerged regarding participants' perception of self-efficacy: managing challenges and demands, student success that encompasses student and personal achievement, school leadership producing a supportive environment, and enhancing educator preparation programs. Based on these themes, implications and recommendations for how to foster and improve self-efficacy were developed on how to develop confident teachers who are committed to staying in education while maintaining their passion for teaching. [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.]