This study examined differences in 149 counselor education doctoral students' self-efficacy toward teaching related to their number of experiences with fieldwork in teaching (FiT). Results showed counselor education doctoral students began FiT experiences with high levels of self-efficacy, which decreased after one to two FiT experiences, increased slightly after three to four FiT experiences, and increased significantly after five or more FiT experiences. We discuss implications for how counselor education doctoral programs can implement and supervise FiT experiences as part of their teaching preparation practices. Finally, we identify limitations of the study and offer future research suggestions for investigating FiT experiences in counselor education.