The purpose of this study was to examine differences in the self-efficacy beliefs of 25 literacy specialist candidates in three key leadership areas before and after 15-week internships in schools. The three leadership areas, identified by university faculty as important to the leadership role of literacy specialists in schools today, are: 1) serving as a resource to classroom teachers, administrators, and parents; 2) conducting staff development; and 3) engaging in literacy program development and coordination. Paired-sample t-tests used to evaluate pre/post-survey scores at the end of the 15 weeks suggest self-efficacy beliefs in all three categories grew significantly over the course of the internships. Using Bandura's framework and the leadership competencies to code and analyze interviews, electronic communications, and reflective papers, the author shares examples of how candidates at the top and bottom of the group in self-efficacy growth compared in interpreting self-efficacy related information during the course of the internships. Implications for graduate literacy programs are discussed.