With over 44% of new teachers leaving the profession in the first five years, it is important for teacher education programs to consider how to prepare preservice teachers (PSTs) with the knowledge, skills, and self-efficacy to take on the challenges they will face in the K-12 school system (Ingersoll et al., 2018). Clinically rich methods courses are designed to provide clear links between theory and practice as PSTs prepare for student teaching and their careers (Burns et al., 2016; Darling-Hammond & Bransford, 2005). This study sought to examine the use of a teacher inquiry project, supported by a Community of Practice (COP) for PSTs to develop skills and self-efficacy from the field experience. A mixed-method action research approach was used to understand how "Project Teacher Inquiry" affected PSTs' efficacy, stance toward inquiry, identity formation through modes of belonging, and perceptions of the field experience. Data were gathered through surveys, written reflections, field notes, and interviews. Quantitative results indicated a statistically significant change in self-efficacy for student engagement, instructional strategies, and classroom management. Qualitative results provided important insights regarding specific experiences influencing the changes in self-efficacy, the change in stance toward inquiry, the ways each mode of belonging influenced identity formation, and perceptions of the field experience. Implications for teacher education programs and the design and facilitation of field experiences for PSTs are discussed. [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.]