The purpose of this study was to perform a longitudinal examination of the sense of teaching efficacy of pre-service agricultural education teachers. Data was collected for two years at The University of Georgia and Texas A&M University during the Fall 2004- Spring 2005, and Fall 2005- Spring 2006 semesters (N=102). Data were collected at the following three collection points: 1) before methods class; 2) after methods course/before student teaching; and 3) after student teaching. Teacher efficacy scores in student engagement, instructional strategies, and classroom management improved at each time of data collection (see Table 1). Pre-service teachers were the most efficacious in instructional strategies and classroom management and the least efficacious in student engagement.