This study investigates the impact of self-reported level of English language proficiency, Language Teacher Education (LTE) qualifications, linguistic identity (e.g., non-native English speakers), and teaching experience on English language teachers' self-efficacy beliefs. Drawing on data from English language teachers in Ontario, a newly formed English language teacher self-efficacy scale was utilized in this study. Multiple regression analysis indicated proficiency, linguistic identity, and teaching experience all to have an impact on teachers' self-efficacy. However, for this group of teachers, a Masters-level LTE qualification did not have a substantial impact on their self-reported teaching confidence. These results are discussed in relation to previous literature, and recommendations for future research are highlighted.