This article focuses on a research study of social studies candidates' self-efficacy beliefs in teaching writing. They coached high school writers online during their content-area literacy course in an effort to assist the high school students in revising their multigenre papers. Over a period of 6 weeks the candidates and the high school students engaged in writing online practices using the learning management system Edmodo. Data were collected using preexperience and postexperience surveys and observational notes. The purpose of this study was to explore how virtual interactions between content area teacher candidates and high school writers contributed to candidates' self-efficacy beliefs of teaching writing. Findings indicated that candidates' self-efficacy beliefs were influenced by nine specific experiences.