To better understand how the COVID-19 pandemic impacted pre-service teachers' development of self-efficacy beliefs, two cohorts of pre-service teachers were studied. Using both quantitative and qualitative methods, the development of teacher self-efficacy beliefs was examined. One cohort facilitated an in-person reading remediation to students with disabilities while the other facilitated the same reading remediation but in an online setting. This study considers the findings in light of the impact of the pandemic on pre-service teacher development of self-efficacy.