This investigation measured the impact of co-teaching on pre-service teachers' sense of efficacy in classroom management and student engagement. The study utilized a Professional Development School partnership between a university and an elementary school to make a theory-to-practice connection for pre-service teachers enrolled in an applied behavior analysis course. Instruction was delivered by a university professor and an elementary school teacher using collaborative consultation. Changes in pre-service teachers' attitudes were measured by a pre/post administration of the Teachers Sense of Efficacy Scale (TSES) (Tschannen-Moran and Wolfolk, 2001). Results suggested that the pre-service teachers' sense of efficacy increased during the course. (Contains 3 tables.)