The purpose of this study was to investigate the experiences and contextual factors that influenced preservice music teachers' self-efficacy and concerns from pre-student teaching to student teaching. Data were collected for this case study through an open-response questionnaire about participants' (N = 4) efficacious teaching experiences, 10 weekly e-journal reflections written during pre-student teaching (n = 5 weeks) and student teaching placements (n = 5 weeks at 1 placement), interviews (n = 4), and my own researcher journal (n = 31 entries). Preservice teachers' self-efficacy and concerns were most impacted by teaching experiences in familiar settings. Results indicated that participants made more comments about student-impact and self-survival concerns during student teaching than pre-student teaching. Further investigation revealed that participants consistently expressed concerns for classroom management during pre-student teaching and student teaching placements. Finding ways to expedite the developmental process could reduce the amount of time that preservice teachers focus on early contextual factors and instead identify ways to improve students' music and academic performance.