The purpose of this research study was to uncover any patterns of experiences provided in teacher preparation programs that pre-service elementary teachers perceive as helpful in boosting confidence before student teaching. There is a lack of experiences known to improve teaching self-efficacy, or the belief in oneself to perform a learned skill before the student teaching experience. This current research adds new information to the literature about patterns of teaching techniques implemented in coursework that are perceived by preservice teachers (PSTs) to influence confidence before student teaching. A basic qualitative study was used to collect data through semi-structured video call interviews with 13 participants. Participants were individually interviewed to answer the overarching research question: "How do preservice elementary teachers (PSTs) describe the impact of the coursework experiences on their confidence before student teaching placement in teacher preparation programs?" Data were analyzed using a theoretical thematic analysis. The following five techniques emerged as experiences in teacher preparation programs that are perceived to have an impact on PST confidence before student teaching: (a) practicing the teaching skill in front of others in the college course room, (b) observing college professors modeling a particular teaching skill, (c) receiving feedback from college professors, (d) gaining familiarity with the elementary school setting, and (e) writing lesson and unit plans. Teacher preparation programs can incorporate these findings to prepare PSTs for their student teaching placement and for confidence upon entering the field of elementary education. [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.]