Many preservice teachers enrolled in teacher training programs need support in order to become successful teachers of record. Two factors have been shown to have positive results in building a robust teacher: self-efficacy and resilience. Self-efficacy stems from mastery experiences, trusted guidance of mentors, and a strong pedagogical foundation, among other factors. Resilience stems from trusted relationships and stress management techniques. During this early field experience, the credential candidates were surrounded by caring and compassionate supervisors/mentors. Lessons were taught and then reviewed during Saturday seminars, where credential candidates were given positive feedback and thoughtful insights. Credential candidates were also taught effective teaching techniques and skills for effective collaboration with other professionals, thus contributing to individual self-efficacies. During the interview process, credential candidates reflected upon the people in their lives that brought meaning and purpose to their experiences and shared personal ways they found to manage stress outside of the classroom. Credential candidates also expressed, in their reflective journals and interviews, how thankful they were to express concerns to their supervisors/mentors. All in all, the credential candidates in this particular study reinforced their teacher identities with the qualities of self-efficacy and resilience. [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.]