This action research examines how Generation 1.5 preservice teachers develop as writers during writing intensive courses. Generation 1.5 reflects immigrants who have life experiences inclusive of two or more countries including diverse cultures and languages (Roberge, 2009). Understanding the factors impacting how Generation 1.5 students use writing skills and writing as a tool for learning and for communicating is to crucial to their development as effective classroom teachers. This research study explored how Generation 1.5 preservice teachers evolved in their writing confidence levels and self-efficacy in Writing Intensive courses to determine: How does self-efficacy relate to preservice teachers' overall writing performance? The results of the study indicate that Generation 1.5 preservice teachers experienced an increase in writing self-efficacy and writing confidence over the course of a Writing Intensive course.