Abstract: Teacher education programs seek to strengthen pre-service educator pedagogical knowledge but also serve to grow future educator self-efficacy beliefs. Self-efficacy beliefs are influential on behavior, motivation, and resiliency. They have been related to career determination. Therefore, teacher self-efficacy is essential in preparing future faculty. A unique course model for technology inclusion in an undergraduate university classroom is discussed. The flipped classroom also includes instructor supports and is taught by a team of graduate student instructors with full responsibility for the classroom. A case study methodology is used to examine the course as well as experiences of current and former graduate student instructors. The results are framed in the lens of self-efficacy theory. Factors that promote or inhibit future teacher self-efficacy are described so that the underlying principles can be transferrable to other teacher preparation environments.