Increasing the clinical preparation of teachers in the United States to meet greater rigor in K-12 education has become a goal of institutions of higher education, especially since the publication of the National Council for the Accreditation of Teacher Education Blue Ribbon Panel Report on Clinical Practice. Using a theoretical framework grounded in teacher self-efficacy, this article documents changes in perceptions of effectiveness in a cohort of preservice teachers over the course of a year-long clinically rich graduate-level residency program. Using the categories of the rubric that were being utilized for classroom observations, we surveyed residents about their perceptions of their own effectiveness in these areas prior to and at the conclusion of the residency program.