Teacher self-efficacy is a construct that exerts a powerful influence on the behaviors of teachers. Yet, few studies have been conducted examining the impact of contextual structures within educator preparation programs on the development of general and domain-specific teaching efficacy. This study investigated the impact of a yearlong internship for elementary education majors along several dimensions of teacher self-efficacy, including self-efficacy for classroom management, student engagement, and instructional strategies. The results indicate that candidates who participated in the internship demonstrated increases in efficacy that were significantly different in comparison to candidates who completed the traditional teacher education program. Implications are discussed as related considerations for teacher education programs as they seek to structure clinical experiences to maximize opportunities for mastery experiences and relationship building, thereby maximizing growth in candidates' teaching self-efficacy.