This study examined educational factors that positively influenced the confidence of students training to be elementary science educators (self efficacy). Specifically, it compared the impacts of a science method course and a practicum teaching course on Kuwait University students. Using a pre/post design, The Science Teaching Efficacy Belief Instrument Form B was administered to undergraduate elementary education majors in specific education and science content courses. A total of 76 responses were collected, of which 59 were suitable for analysis of the two groups studied. Students in the teaching practicum course showed no significant change on either Personal Science Teaching Efficacy (PSTE) or on the Science Teaching Outcome Expectancy (STOE) scales during the time they were enrolled. However, significant increases in PSTE and STOE scores were found in students enrolled in the science method course. The specific design of the education program and method course may be responsible for these increases. (Contains 2 tables.)