Jang, Bong Gee · Kim, Ra Yeon This study employed a convergent mixed methods design to examine the influences of a university–school partnership on preservice teachers’ teaching self-efficacy and pedagogical content knowledge (PCK) in literacy. The results indicated that the course format taught in a partnership school and a campus setting produced significant differences in the teacher candidates’ PCK in literacy instruction, but not their self-efficacy. Further qualitative analyses identified sources of self-efficacy and PCK growth in both groups.