The purpose of this dissertation was to explore the level of teaching self-efficacy of clinical preceptors instructing diagnostic medical sonography students in bachelor’s degree accredited sonography programs. Clinical preceptors are often very skilled healthcare professionals in their chosen discipline but may have little to no teaching experience. This represents a less than ideal situation because of the integral role they play in the education of the students they supervise. To provide clinical preceptors with the skills and pedagogical techniques they need in order to be successful, training and education should be provided to help prepare them for their roles. While a minority of preceptors do receive some type of training, the majority do not and may feel unprepared and overwhelmed with their teaching responsibilities. In addition, research suggests that if preceptors do not fully understand their role in the educational process, both they and their students will suffer. This study surveyed sonography clinical preceptors to gauge their overall level of teaching self-efficacy. Their responses suggest that the respondents have a high level of confidence in their abilities to transmit knowledge and abilities to their students. However, it was found that preceptors who had received some type of professional development for their role as preceptor had a statistically significant higher level of teaching self-efficacy than preceptors who had not received any type of training or education for their role. Ultimately, this research revealed an opportunity to make improvements to the onboarding process for sonography preceptors so they will be more confident in their teaching abilities and so their students can reap the benefits of their knowledge and expertise.