This parallel mixed methods study explored self-efficacy and competence for literacy instruction among student teachers (STs) in three models of teacher preparation, including a residency model. Qualitative interviews were conducted with STs, mentor teachers, and supervisors. Quantitative data were collected using a pre-/post-survey design using the Teachers' Sense of Efficacy for Literacy Scale (TSELS). Mentor teachers and supervisors completed a modified TSELS on STs' abilities. Data were analyzed using meta-inferences between strands. Results revealed Residency Model STs held higher levels of self-efficacy for literacy instruction. Mentor teachers and supervisors reported Residency Model STs outperformed other models.