This National Science Foundation project grant of $481,065 supports research on integrated STEM self-efficacy among elementary preservice teachers. Led by the University of Nebraska-Lincoln in partnership with multiple universities, the award will track changes in integrated STEM teaching self-efficacy as preservice teachers transition into the classroom. It will identify elements of teacher education programs that support self-efficacy development and examine relationships between self-efficacy, teaching effectiveness, and retention. The research involves approximately 700 teachers from 10 preparation programs and will be conducted over five years using mixed methods. Findings will be published and shared with researchers, administrators, and educators to potentially inform program design and development of highly qualified elementary STEM teachers. Funded through the NSF's STEM Education program (CFDA 47.076), this Noyce Research project aims to advance understanding of factors that promote STEM teacher effectiveness and retention in high-need districts.