This National Science Foundation Project Grant of $140,257 supports research on integrated STEM self-efficacy among elementary preservice teachers through May 2027. The grant is funded by NSF's STEM Education program (CFDA 47.076) and aims to examine relationships between integrated STEM teaching self-efficacy, effectiveness, and retention for early-career teachers. Led by Towson University, the collaborative research involves over 700 teachers from ten teacher preparation programs and partnerships with six additional universities. It will track changes in integrated STEM teaching self-efficacy as participants transition from training to employment, identify supportive program elements, and explore links between self-efficacy, teaching performance, and choosing to remain in the profession. Findings will be disseminated to influence research and practice regarding development of highly qualified elementary STEM teachers.