This study investigates the impact of a science, technology, engineering, and mathematics (STEM) program that provided preservice teachers access to faculty mentors for advice and feedback in the preparation and delivery of science and math content to elementary school students. Fifty preservice teachers attending a 2-year college in the Southwest taught a STEM lesson to children visiting the college planetarium as part of a school field-trip program. The project partnered teachers in training with faculty in the School of Science and Mathematics to build a support network for these new teachers, thus furthering their understanding of STEM disciplines. Presurveys, postlesson reflections, and interview data were analyzed to determine how working with STEM faculty mentors affected preservice teachers' beliefs about their ability to teach these fields. The results reveal changes in beliefs and increased confidence toward teaching.