This study investigated one cohort of Preparing Future Faculty (PFF) program participants at a large public university in the Southeast. By examining students' motivation to enroll in and complete the program and the program impact on their teaching self-efficacy, the study offers recommendations for designing new or redesigning existing PFF programs to maximize the outcomes for student participants. In addition to statistically significant improvements in students' self-efficacy after completing the program, graduate students shared additional program benefits, mainly in implementing the backward and integrated course design, developing teaching skills, understanding their students, improving teaching confidence, and building professional and social connections.