This study examined the factors attributed to 10 teacher candidates' perceptions of self-efficacy throughout their student teaching experiences. Dissimilar to the majority of studies which assess teacher self-efficacy quantitatively, this study used narrative inquiry to meet three aims: First, to understand the variables attributed to teacher self-efficacy among a group of secondary content area teacher candidates; second, to examine candidates' student teaching experiences; and third, to inform teacher educators regarding recurrent themes of teacher preparation which may influence the self-efficacy of teacher candidates. The study's findings provide insight for teacher educators to consider strategies for enhancing teacher preparation including, but not limited to 1) increased opportunities for preservice teachers to apply pedagogy; 2) the implementation of classroom management strategy coursework into teacher education curricula; and 3) incorporated opportunities to explore the extensive demands of the teaching profession, ranging from time management to dealing with difficult parents. This study proposes that teacher preparation can influence content area teacher candidates' self-efficacy beliefs, and creates a paradigm for future qualitative studies exploring the relationship between teacher preparation and teacher self-efficacy.