The problem addressed in this study was that teachers do not continuously develop self-efficacy as they progress through their preparation programs. One long-standing challenge in teacher preparation is providing adequate opportunities for self-efficacy development. There is a causal correlation between teacher self-efficacy, teacher preparation programs, and closing the achievement gap. The purpose of this qualitative single case study was to explore teacher candidates' perceptions of self-efficacy development during field experiences while enrolled in an urban teacher preparation program. Qualitative data was collected through semi-structured interviews with 10 teacher candidates and triangulated with written reflections collected from the participants. Thematic analysis resulted in three themes. This study's findings included that teacher candidates felt a need for a prolonged time in field experiences, mentor teacher support, and time for self-reflection. Implications from the findings include incorporating field experiences with intentionality by implementing activities designed by mentor teachers to promote learning. A future study might include a comparison of the perceptions and expectations of teacher candidates and mentor teachers regarding self-efficacy development. A longitudinal study can help provide greater insight into teacher candidates' perceptions of their experiences. [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.]