This study investigates pre-service teachers’ self-confidence as part of self-efficacy, focusing on their confidence in English language teaching. Self-efficacy, or belief in one's ability to perform tasks successfully, plays a vital role in shaping how future teachers design lessons, manage classrooms, and interact with students. This research used a qualitative method with a phenomenological approach to explore how confidence is formed during the teacher preparation phase. Participants were selected using purposive sampling, involving ten sixth-semester students at UIN Walisongo Semarang who had completed microteaching and PLP. Data were collected through open-ended questionnaires and semi-structured interviews. Thematic analysis revealed that teacher confidence was influenced by teaching experience, feedback from mentors and peers, and personal preparation. Participants generally felt confident in planning lessons, choosing teaching strategies, and motivating students. However, they still encountered challenges in classroom management, differentiating instruction, and maintaining language accuracy. The study underscores the importance of practicum, mentoring, and supportive environments in enhancing pre-service teachers’ confidence and preparing them to become competent English educators.