This paper presents the results of a study that both quantitatively and qualitatively studied the relationship between the duration of a science education practicum and elementary education majors' self-efficacy beliefs related to science teaching. Subjects included 64 preservice elementary education majors. A notable qualitative difference was found in the experience of the practicum students who had previously taken science methods as compared to the students who had not taken science methods or who were concurrently enrolled in the science methods course. (Contains 26 references.) (WRM)