This study reports on Residency I, the first semester of a yearlong residency that utilizes problem-based learning scenarios, combined with field work, that covers both content and context and is meant to positively impact teacher candidates' self-efficacy as well as their actual efficacy as measured by scores on the edTPA. This quantitative research study takes place over two semesters with two sets of students and compares edTPA scores and self-efficacy scores of teacher candidates in the old program and teacher candidates in new program. Implications for teaching, learning, and teacher preparation are reported as results of the problem-based learning curriculum.