This study examined preservice elementary education students' sense of efficacy regarding student engagement, instructional strategies, and classroom management based on the type of observations they completed. A total sample size of 64 elementary education students enrolled in four sections of an introductory elementary education course and completed five hours of observation. Students in two sections of the course completed traditional face-to-face observations. Students in the other two sections of the course watched five hours of pre-recorded video observations of elementary education classroom and participated in class discussions regarding the observations. All students completed the Teachers' Sense of Efficacy Scale to measure their self-efficacy regarding student engagement, instructional strategies, and classroom management. Research was conducted using a posttest, quasi-experimental, non-equivalent control group design. Data were analyzed using independent-samples "t" tests. Results of this study indicate there is no significant difference regarding preservice teachers' sense of teaching efficacy based on the type of observations completed. Future research should continue to explore how different components of teacher education programs influence preservice teachers' sense of teaching efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]