Science education and the preparation of science teachers have been of great concern over the past two decades. This research investigated the influence of an extended elementary science teaching practicum upon preservice elementary teachers' (N=19) science self-efficacy. It explored both quantitatively and qualitatively the progression of teacher efficacy and outcome expectancy of preservice elementary education majors as well as the influence of a science methods course before, during, or after a practicum experience. The manipulated variable in this study was the practicum experience and teaching science lessons to children on a daily basis. The qualitative parameters of this study included pre- and post-interviews, supervisor and cooperating teacher observation notes, and student journal analysis. This study found that there was a significant difference in the experience of the practicum students who had previously taken science methods as compared to the participants who had not taken science methods or who were currently enrolled in the science methods course. It was also found that the period of 10 weeks actual teaching in the classroom was a good experience for the participants involved. Contains 26 references. (Author/ASK)