This phenomenological study explored best practices to increase preservice teacher self-efficacy before the student teaching semester. The research was guided by this central inquiry and three sub-questions. Using a pre- and post-phenomenon survey instrument as well as an initial questionnaire and a final reflection, preservice teachers who were enrolled in a collaborative program between a methods course and a K12 ELA classroom explored how various aspects of their experience affected their confidence as teacher candidates. Findings of the study indicated that authentic field experiences, opportunities to build relationships with students, support from mentor teachers, and overall increased time in the classroom had a tremendous impact on the self-efficacy of the participants. The data revealed that the more opportunities preservice teachers are afforded to practice instructional strategies and establish rapport with students, the more confident they feel in their ability to teach. The study implies that teacher education programs should make targeted efforts to provide ample opportunity for preservice teachers to experience the recognized factors that increase self-efficacy and build confidence. [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.]