Using a mixed method approach, this study explored which educational factors predicted systemic confidence in master's level marital and family therapy (MFT) students, and whether or not the impact of these factors was influenced by student beliefs and their perception of their supervisor's beliefs about the value of systemic practice. One hundred and twenty graduate students in Commission on Accreditation for Marriage and Family Therapy Education-accredited (COAMFT) programs completed an online survey that assessed their training experiences, beliefs about systemic practice and perceptions of confidence. Quantitative findings revealed that students who reported greater research expectations in their program, obtained more frequent live supervision and had accumulated more months in training were more likely to have higher systemic confidence. Qualitative results highlighted numerous factors that students believed contributed to their acquisition of confidence, like course experiences and peer interaction. Their narratives also described critical beliefs about the role of systems theory in MFT, their conceptualization of systems theory and their theoretical approach to clinical work that afforded a deeper understanding of student development.