Teacher candidates benefit from PDS through clinically rich practices embedded in education courses. Each year, the PDS Consortium of a college in western New York invites undergraduate students to become PDS representatives. These representatives attend meetings and assist with professional development opportunities. They serve while learning information, gaining experiences, and developing into educators. However, there is a paucity of research documenting the impact of opportunities concerning the undergraduate self-confidence. The purpose of this research is to document the experiences of PDS representatives concerning confidence. Participants are current PDS representatives interviewed in the beginning of the Fall 2017 semester. Researcher created structures were implemented throughout the semester. Participants participated in a brief survey and interview at the end of the semester to measure if any impact in self-confidence. Preliminary findings indicate categories of self-confidence with public speaking skills, organizational skills, and collaboration skills emerged using a constant comparative contrast approach.