The purpose of this paper is twofold: to describe the revision of an experimental preservice teacher education program at Fordham University (New York) and to report the level of interns' perceived self-efficacy at the end of the summer instructional training laboratory. The method for revising the design of the Internship Fellowship Program using Checkland's "soft" system analysis is discussed. The revised conceptual model incorporates an instructional training laboratory (ITL) during the first summer, a year-long full-time teaching internship, full-time mentors who work with the interns and objective observation instruments to measure teaching competency. Results of levels of perceived self-efficacy for component teaching skills are reported for interns who successfully completed the ITL. Levels of self-efficacy for teaching skills are highest for classroom observations skills and teaching performance skills. Lower levels of perceived self-efficacy are found for record-keeping, standardized test administration skill and classroom management skill. (Contains five figures and three tables.) (AA)