Self-efficacy is considered as one of the influential factor to help gaining the educators confidence during their teaching. Self-efficacy has four main sources named Enactive Mastery, Vicarious Experience, Verbal Persuasion, and Psychological and Affective States and enactive mastery becomes the most influential source. The aim of this study is to compare pre-teaching practice students and post-teaching practice students’ self-efficacy to find out whether enactive mastery does have effect in shaping EFL Pre-service self-efficacy. The questionnaire of self-efficacy was administrated to 49 students of pre-teaching practice and 52 students of post-teaching practice. They were requested to fill out the questionnaire of Teachers’ Sense of Self-Efficacy (TSES) questionnaire developed by Tschannen-Moran & Hoy (2001) which consist of 24 numbers and cover up three dimensions of self-efficacy; on students’ engagement, instructional strategy and classroom management. The data was designed by Google form and shared through WhatsApp Group. The descriptive statistic was used to measure the means and standard deviation of three and the independent t test was used to find significant difference between two groups. The result showed that post-teaching students had highest self-efficacy in students’ engagement, followed by class management, and instructional strategy, while pre-teaching practice students had highest self-efficacy in class management, and followed by students’ engagement and instructional strategy. The difference of three dimensions from pre-teaching and post-teaching students was statistically significant in the level of p< 0.05. The conclusion showed that post-teaching practicum students had higher self-efficacy compared to pre-teaching practicum students. It means that authentic experience has influence to increase pre-service teachers’ self-efficacy. Keywords: Pre-service Teachers and Self-Efficacy