Abstract
Preparing preservice teachers (PSTs) for interdisciplinary STEM instruction requires confidence, inquiry skills, and a developing professional identity. This mixed-methods study examined how a course-based undergraduate research experience (CURE), embedded in three STEM methods courses at a regional public university, supported PST development. Using Social Cognitive Theory and informed by the Near-Peer Mentoring Model and incorporating the Unified Theory of Acceptance and Use of Technology, the Project engaged PSTs in authentic inquiry, collaboration, and technology use. Findings showed increased teaching efficacy, stronger outcome expectancy, and emerging teacher-researcher identities. Results suggest that integrating CUREs into methods courses can enhance PST confidence, interdisciplinary readiness, and technology-related skills.