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This mixed-methods analysis uses exit surveys from 17 teacher education programs in four US states to compare self-ratings of preparedness between two cohorts of preservice teachers: 2019 graduates who had "normal" student teaching experiences (n = 1264) and 2020 graduates (n = 1280), for whom in-person student teaching was shortened by 6–10 weeks during the spring 2020 COVID-19 school closures. Despite truncated student teaching experiences, the 2020 cohort felt more prepared. Through a theoretical lens of self-efficacy, we explore how these differences might reflect a generative process as future teachers deepen their understanding of complexities in teaching, and grapple to bridge theory and practice. • Preservice teachers with shorter student teaching experiences rated themselves as more prepared. • Preservice teachers with less student teaching attributed their preparation to vicarious and social persuasion experiences. • Student teaching helps preservice teachers align self-estimations derived from coursework with realities of classroom management. [ABSTRACT FROM AUTHOR]