Self-efficacy refers to teachers' beliefs in their own abilities. Although there are many studies on teacher self-efficacy, there is a need for more research on teachers' self-efficacy in light of their experience. This study explored differences between novice and experienced teachers' self-efficacy. Data were collected qualitatively and quantitatively through interviews and questionnaires. Content analysis was used to analyze qualitative data, and the quantitative data were analyzed via Wilcoxon test. The findings indicated that the experienced teachers held more efficacious beliefs as compared to the novice teachers. While the novice teachers were more concerned about syllabus-related issues than about shaping their efficacy, the experienced teachers held more general views about considering students' needs as a factor in shaping their efficacy beliefs. The study concludes with implications for more attention to self-efficacy in preservice and in-service teacher education settings.