This quantitative study examined factors of internal preparation practices (i.e., coursework in college teaching, fieldwork in college teaching, and frequency of supervision) and external pedagogical experiences (i.e., holding a bachelor's or master's degree in teaching and adjunct faculty experiences in higher education) and their potential effects on teaching self-efficacy among counselor education and supervision doctoral students. This study identified both significant and non-significant relationships between the stated variables. Contrary to previous research (Suddeath et al., 2020), internal preparation practices did not significantly predict scores of teaching self-efficacy among this population. However, the findings suggest that participants holding a bachelor's or master's degree in teaching may experience a significant variation in teaching self-efficacy scores as compared to those without these educational experiences. Finally, adjunct faculty experiences in higher education were not found significant in predicting teaching self-efficacy but the model displayed a meaningful effect size which may call for further research. A subsequent exploratory factor analysis on the instrument used within this study (the Self-Efficacy Toward Teaching Inventory; Tollerud, 1990) revealed a 31-item, five-factor model explaining 69.9% of the variance. Implications for the field of counselor education and the practice of pedagogy are provided, as well as limitations of the current study and potential directions for future research. [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.]