Researching the process of development during field experience before an elementary education teacher is hired is necessary to better understand their teaching self-efficacy. The purpose of this qualitative, single case study design was to explore how field experience, as part of a university undergraduate teaching program, developed novice elementary teachers' preparedness for employability and self-efficacy in classrooms. Yin's 5 step analysis process was used to classify, examine and describe themes found within the qualitative data. Three collection tools were used to obtain data to answer three research questions; individual interviews, two focus groups, and virtual participation reflection journals. There were twenty seven initial codes that summarized the responses from ten participants, yielding six themes: (1) Field Experience in the Elementary Education Classroom Better Prepared Teachers by Providing Real-World Experiences, (2) Student Teaching as a Capstone for an Academic Program Supported the Candidates Professional Foundation, (3) Instructional Support for Teacher Candidates Supported the Candidates Employability, (4) Pedagogy for Teacher Candidates Provided Structured Practice for Future Teachers, (5) Teacher Self-Efficacy in the Elementary Education Classroom Supported Teacher Confidence, (6) Teaching Strategies for Classroom Instruction Better Prepared Teachers for the Elementary Education Classroom. The findings suggested a variety of field experiences best prepared teachers to be employed and supported their self-efficacy in the classroom. Such findings may be applied to institutes of higher education teacher preparation programs. [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.]