Self-efficacy in education has brought to light the importance of not only considering the ability level of an individual but the individual’s belief that they will succeed on a task. It is important that teacher-training courses instill a sense of personal efficacy through the strategies and instruction they provide to both future teachers as well as their K-12 students. In order to understand the impact specific classes have on future teachers’ willingness to implement new approaches requires a critical examination of specific instructional strategies that promote personal teacher efficacy levels. This project examined the relationship between specific instructional strategies found in Teaching Games for Understanding (TGFU) and the development of personal teaching self-efficacy (PTE). A high level of PTE is associated with higher levels of teacher confidence and ability to teach, experimentation (including a willingness to implement new instructional methods), use of alternative methods and an increased willingness to try a variety of materials and approaches. TGFU uses discovery and inquiry based learning as its base to encourage understanding and ownership of learning outcomes. By providing an environment in which pre-service teachers engage in creative problem solving (TGFU) it seems possible that each will develop a deeper understanding and a belief that these strategies can provide their K-12 students with a more dynamic and meaningful experience in PE. Specific outcomes included: (a) identifying teaching strategies used during the teaching of the class that correlated to increased PTE, (b) identifying teaching strategies pre-service teachers rated as most beneficial to learning outcomes and (c) identifying possible relationships between instructional strategies that impacted learning and those that increased PTE? Fifty pre-service teachers enrolled in two intact sections of “Advanced Techniques for Teaching Team Sports” were administered a pre and post 20-item inventory called the Teacher Efficacy Scale. Students were also asked to give feedback regarding instructional strategies used during the course and rate the extent to which different instructional strategies used in the course impacted their PTE. Preliminary data analysis indicates a statistically significant (p<0.05) gain in PTE from pre- to post-test scores. This finding also indicates that pre-service teachers with higher levels of PTE attribute their gains to a number of active rather than passive instructional strategies used within the course. The findings of this study provide preliminary evidence on the relationship between instructional strategies and pre-service teachers’ PTE. Keyword(s): professional development, professional preparation