The purpose of this study is to examine the relationship between self-efficacy and time spent learning English by students in different majors in Taiwan. The participant sample was comprised of 375 students from 20 academic departments at 8 colleges in 3 universities in Taiwan. Eighty-eight students studied at an arts university, 75 at a medical university and 212 at a comprehensive university. The EFL Learner Self-Efficacy Scale (ELSS) questionnaire was used. It was divided into three sections covering the cognitive aspect (11 items), affective aspect (13 items), and ability aspect (17 items). The results indicate that the self-efficacy level of medical students was the highest of the 3 aspects. The self-efficacy level of arts students in the cognitive and ability aspects was higher than those of comprehensive university students. Also, a two-way ANOVA indicated a significant interaction between learning time and students schools in the three aspects of self-efficacy.