This study examined prospective elementary education majors' science teaching self-efficacy while they were enrolled in an introductory geology lab course for elementary education majors. The Science Teaching Efficacy Belief Instrument Form B (STEBI-B) was administered during the first and last lab class sessions. Additionally, students were asked an open-ended question to describe their experience in the education majors' geology lab. The results of the STEBI-B were analyzed using paired t-tests to determine whether the students changed their personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE). Results of this study indicate a significant increase in PSTE. No significant differences were found in STOE. This study suggests that science content courses designed for education majors may lead to a positive change in science teaching self-efficacy and has implications for teacher educators in preparing science content courses for their teacher preparation program.