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This article describes how college instructors in a graduate literacy degree program surveyed candidates to determine their sense of self-efficacy as literacy intervention teachers, particularly after completing the professional sequence of diagnosis, practicum I and practicum II in the program. Results were positive. Candidates’ sense of competence with regard to delivering appropriate literacy intervention services increased across the span of these capstone courses in the program. Recognizing the importance of teachers’ sense of self-efficacy and that a program or span of clinical courses can never fully prepare candidates for all the challenges in the multi-faceted role of a school literacy specialist/literacy coach, the authors sought to determine whether the program’s professional sequence created a positive trajectory of growth in candidates’ sense of self-confidence related to designing and implementing literacy interventions.

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