This article describes a study in which teacher candidates' teacher self-efficacy was examined while using the "Text Talk" program and the Gradual Release of Responsibility format during their clinical experience in literacy. Data analysis indicates that teachers reported a statistically significant increase in their self-efficacy as a result of their experience. Themes from an openended survey included that teacher candidates reported that they felt prepared to support students, benefited from classroom-based professional support, hands-on experience teaching students, and grew in their use of literacy strategies.