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Limited research exists on the factors that contribute to community college students' development of self-efficacy (SE) while serving as preservice teachers (PSTs) during their early childhood education (ECE) practicum. This lack of research is concerning because educators who have high SE enhance the educational well-being of all children. The purpose of this study was to understand the experiences in practicum that early childhood educators perceive contribute to the development of SE among PSTs. The conceptual framework was derived from Bandura's theory of SE. The focus of the research questions was on understanding the development of SE during practicum experiences and through coursework, and on identifying any other factors that might contribute to SE among PSTs. Nine virtual interviews were conducted with ECE teachers, college instructors and mentor teachers in Southern California with at least one year of experience in their role. Data analysis included sorting, coding, and triangulating data. A key finding is that certain tasks given to PSTs in practicum--writing lesson plans, conducting observations, and completing assessments--were helpful in building SE. Opportunities for hands-on experiences, role playing, small group work, problem solving, critical thinking, and reflective feedback were also major contributors to the development of SE. The study bolsters that PSTs need more time in the classroom observing teachers, having hands-on experiences, and engaging with families. The findings from this study could support positive social change by encouraging community college leaders to evaluate ECE programs and implement effective practicum experiences that will promote the development of SE in PSTs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]