The primary concern of this paper is to explore the self-efficacy beliefs of active English language teachers and student teachers. For this reason, a comprehensive literature review is presented to shed light on the issue investigated. The sampling procedure is random selection which raises reliability and validity of the data collected. The participants consist of 35 active teachers and 17 student teachers who are majoring English language teaching (ELT) departments from various universities. The results revealed that student teachers reported slightly less self-efficacy levels than active teachers who rated themselves more self-efficacious. Accordingly, the possible reasons of the low self efficacy beliefs will be discussed.