The aim of this study was to explore preservice teachers' religion self-efficacy beliefs and the relationship those beliefs have with regard to their internship experiences. In this paper, we examined participants who are education majors at a religious university. The measure selected for this study included a reflection journal. Qualitative methods were used to evaluate how internships impacted the participants' perceptions of their abilities to teach religion. Results indicated that preservice teachers at religious universities should be given opportunities to teach pedagogical methods in religion.