Debates over the impact of preservice literacy teacher education on teachers' professional knowledge have found new life inside of contemporary disagreements over what constitutes a Science of Reading. Drawing on understandings of literacy teachers' self-efficacy as influenced over time and through experiences, we conducted two surveys to determine the self-efficacy and professional knowledge of preservice literacy teacher educators and early-career in-service teachers. Findings indicate that both groups had relatively high self-efficacy, as well as alignment between the theories and practices they promoted and valued. However, teacher educators reported a higher value of phonics instruction than did in-service teachers.