Research shows that teachers' efficacy relates to pupil achievement. Strong efficacy, or a self-belief that one can positively impact pupil learning, is risked when teachers develop concerns related to pupil learning. This study explored the perceived concerns of teacher candidates (N = 3) throughout an eight-week clinical field experience. Qualitative analysis from interviews, focus groups, sorting tasks, and reflective writings, show that there is an inverse relationship between efficacy and concerns and that the relationship changes over time. As full time practitioners, the authors' roles help to secure ecological, dialogical, and democratic validity to support their claims. Suggestions for how to systematically address teacher candidates' efficacy are situated in Bandura's (1992) and Fuller's (1969) seminal works.