Due to globalization, an increasing need for advanced speaking skills, and the interest aroused by English public speaking (EPS) competitions, EPS is increasingly important, especially among university students. Although self-efficacy is strongly associated with performance, no psychometrically sound instruments to measure EPS self-efficacy among college-level learners have been developed to date. Grounded in Bandura's self-efficacy theory, the present study established validity (content and construct) and reliability (scale and item) evidence for two new instruments: the "EPS Self-Efficacy Scale" (ESES) and the "Sources of EPS Self-Efficacy Scale" (SSES). Results of exploratory and confirmatory factor analyses in Sample A (n = 406) confirmed the hypothesized EPS competency-related self-efficacy gaged by ESES. Results in Sample B (n = 270) supported four sources of EPS self-efficacy as gaged by SSES. Correlation analyses in Sample C (n = 263) contributed to the refinement of self-efficacy theory within the EPS domain. The two new measures will help practitioners gage their students' EPS self-efficacy and its development and enable future investigations of the role EPS self-efficacy plays in language learning.