One of the cornerstones of academic achievement and the foundation for success across the curriculum is learning to write proficiently (Wilson & Trainin, 2007). Therefore, becoming proficient writer is a key objective for English students at university. There are a wide variety of factors that might influence foreign language writing. In this study, self-efficacy beliefs and motivation are two important factors which may enhance students' writing performance are studied. The purpose of this paper is to analyze the relationship of students' self-efficacy beliefs, motivation, and the EFL English writing performance in Indonesian Higher Education. Questionnaire-based data were obtained from 50 students, 30 females and 20 males of English Department, Faculty of Languages and Literature Universitas Negeri Makassar. The students' writing performance was obtained from the writing subjects: Basic Writing, Paragraph Writing, Argumentative Writing, and Essay Writing. The research findings address that 1) there was a significant correlation between students' self-efficacy belief and EFL students' writing performance and, 2) there was a significant correlation between motivation and students' writing performance while attending Writing Courses at State University of Makassar. Educational implications of the importance of students' self-efficacy beliefs and motivation in learning English as a foreign language (EFL) in Indonesia from secondary schools to universities are discussed in detail in this paper.