As teachers develop through training and across their careers, changes in efficacy are expected to occur. Previous research has provided inconclusive findings regarding such fluctuations due in part to differences in the instruments used to measure the construct. There exists evidence that the sense of teaching efficacy increases as preservice teachers move through programs (Hoy & Woolfolk, 1990), as well as findings suggesting that some aspects of teaching efficacy increase while others decrease during teacher preparation and entry into the teaching profession (Chester & Beaudin, 1996; Hebert, Lee, & Williamson, 1996). However, no data exists regarding the nature of efficacy changes in physical education teacher education students. During the 2006-07 year, 497 preservice PE teachers, 430 of them undergraduates, from 10 institutions completed the Physical Education Teaching Efficacy Scale (PETES). Undergraduates were divided into groups representing points along the teacher education program: (1) UNFE: undergraduates with no field experience (n = 182); (2) USFE: undergraduates with some field experience (n = 155); and (3) UNCP: undergraduates near completion of the program (n = 93). Groups' PETES factor scores were compared using MANOVA followed up with ANOVAs. These indicated significant differences in efficacy for all groups on all factors, suggesting that physical education teaching efficacy increases over the course of teacher education preparation. Differences in efficacy also were observed between factors. Candidates' lowest efficacy at all three levels was consistently for scientific concepts, content knowledge, and teaching students with special needs. At the outset of the program, candidates express high levels of efficacy in their abilities to teach (e.g., classroom management, providing information and feedback, communicating effectively with students), and efficacy for these tasks remains high throughout teacher education. The factor showing the greatest change was efficacy for using technology in teaching PE. Initially near the midpoint of the scale, candidates' efficacy scores for this factor increase to high levels as they near or complete student teaching. Further research to identify critical contributors to change, differences between traditional and nontraditional candidates, and the relationship between efficacy and effectiveness is indicated. Keyword(s): measurement/evaluation, professional preparation, research