Researchers have recommended that teacher education candidates receive multiple opportunities for systematic implementation of practices within authentic contexts. These experiences form an important foundation for candidates' beliefs about their abilities in classrooms. Yet, few researchers have examined the relationship between the context for delivery of the experiences and the development of teaching efficacy. This study involved investigation of the impact of variations in 2 teacher education courses along several dimensions of teaching efficacy, consisting of 43 teaching candidates enrolled in an undergraduate elementary education program, who were selected via convenience sampling. These candidates comprised two groups: (a) those enrolled in the blocked semester (n = 18) that involved both a pedagogical foundations course (i.e., included objectives focused on developing and extending knowledge of instructional planning and investigating theories and principles of effective classroom management) and a course that extended the content of the pedagogical foundations course within a focused practicum experience; and (b) those enrolled in a traditional course delivery format (n = 25), wherein teaching candidates enrolled in each course separately and completed the requirements in separate semesters. Participants in both groups were administered an instrument that assessed efficacy towards the beginning of the course and during the last class of the practicum course. Findings indicated that participation in an intensive, field-based placement (i.e., blocked group) yielded growth in several related areas of teaching efficacy. Implications are discussed as related considerations for teacher education programs as they seek to structure field experiences to maximize growth in candidates' sense of efficacy.