In this program description, we examined the impact of East Carolina University's educator preparation program on beginning special educators' preparedness and confidence to meet professional standards and fulfill their job responsibilities using Q methodology. For this work, undergraduate interns who were enrolled in a rural-focused teacher preparation program that is also located rurally completed a Q sort of national standards for special education teachers and a written questionnaire. Data were analyzed using factor analysis and thematic analysis to draw conclusions about the interns' perceptions of self-efficacy within the context of their programmatic experiences. Findings indicated interns felt prepared to encourage diversity and address individual students' needs; however, they need more support engaging in professional practice and assuming the role of a collaborative leader. In addition, targeted coursework, such as developing Individualized Education Programs, supported their learning.