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Bandura’s (1986) theory of self-efficacy suggests that efficacy may be most malleable early in learning; therefore, some of the most powerful influences on the development of teachers’ sense of efficacy may be the experience of teaching during field placements and student teaching. Unfortunately, pre-service teachers may not be exposed to good role models for teaching during field placements. This article describes a qualitative study of the influence of vicarious experiences modeled by a teacher educator and master teachers on the development of pre-service teachers’ sense of efficacy for literacy instruction. Results indicate that the vicarious experiences positively influenced pre-service teachers’ efficacy for effective literacy instruction that was maintained through student teaching.