Self-efficacy is a topic of great interest in elementary preservice and inservice teacher education given that elementary teachers often have low self-efficacy for STEM teaching. In this article, we synthesize the existing literature on science and engineering teaching self-efficacy to (1) explore trends in science and engineering teaching self-efficacy research, (2) identify current gaps that exist in the literature, and (3) propose a visual model to provide future direction in research. Utilizing a qualitative meta-synthesis, we analyzed 88 articles focused on science and engineering teaching self-efficacy. Of these articles, 66 studied preservice teachers, 21 studied inservice teachers, and one included both preservice and inservice teachers. Findings indicate that the diversity of teacher education programs, both across the United States and globally, offers a rich context for considering a range of programmatic features that impact elementary teachers' science and engineering teaching self-efficacy. While efforts to increase self-efficacy span across preservice preparation courses and inservice professional development programs, details concerning the contexts in which science and engineering teaching self-efficacy develop are often limited, making it difficult to claim that gains in self-efficacy are lasting. Based on the meta-synthesis of the existing research findings and gaps in the literature, we offer recommendations to assist researchers and curriculum developers involved in preservice or inservice programs to address the persisting challenges related to science and engineering teaching self-efficacy. The implications for future research and practice in multiple contexts, such as educator preparation programs, teaching, and professional development that target increases in teacher self-efficacy, are discussed.