In a mixed method study, teacher efficacy and contributing theoretical constructs of teacher concerns and teacher orientation with Intermediate/Senior mathematics preservice teachers from two Ontario Faculties of Education are examined. Data sources include a web-based questionnaire containing two teacher efficacy scales and short answer questions, and interviews with the preservice teachers. The study identifies a relationship between teacher efficacy (TE) and teacher concerns and orientation, and how high TE relates to combinations of teacher concerns and orientations and low TE relates to particular and individual teacher concerns and orientations. Future research and considerations for preservice mathematics teacher programs are offered.