Background: The term teacher efficacy is defined as teachers' belief in their ability to significantly affect their pupils' learning. Studies in the physical education (PE) domain seeking sources of teaching efficacy reported on the links among external environmental factors, content knowledge, and "learners" active engagement in learning, and the effect of these ties on teachers' efficacy. In the majority of the studies, self efficacy was assessed mostly on in-service experienced teachers. Purpose: to study teaching efficacy of pre-service (second and third year) and student teachers STs (fourth year) in a four-year teacher education program, and to determine whether their teaching efficacy changed during any one year of the program. Participants and data collection: Two hundred and three pre-service teachers enrolled in second, third, and fourth year of a teacher education program (N = 53, 95, and 55 respectively) filled out questionnaires that examined their general teaching efficacy (GTE) and physical education teaching efficacy (PETE) in the beginning and at the end of one academic school year. Data analysis: A MANOVA test was performed to explore the differences among three groups of students in the questionnaire factors. In order to examine whether one year of teacher education has an influence on the teaching efficacy of STs, t-tests were conducted. Findings: Teaching efficacy of STs significantly increased along one year of college education for all participants in all of the questionnaire factors. Conclusions: This study presents a comprehensive new instrument for evaluating PE teachers' efficacy. Based on the data, the teacher education program provided STs with sufficient knowledge, competencies, and practicum to enhance the teaching efficacy needed for actual teaching. Practical implications suggest evaluating the program in order to eliminate its weaknesses and preserve its strengths. For example, the longer the STs' experience was, the greater was their efficacy. Therefore, extending field experience and including sport and movement classes that emphasize the practice of teaching methods, are vital for teacher education programs intended to produce qualified and confident graduates. (Contains 3 tables and 2 figures.)