On the backdrop of shortage in teacher numbers in the years to come in Sweden, a major challenge for stakeholders in teacher education will be in the areas of recruitment and retention of pre-service and in-service teachers outlined by the Ministry of Education and Research in Sweden. Hence, one crucial task for teacher educators is to foster capable and resilient teachers who possess strong self-efficacy beliefs. The purpose of this study is to investigate newly qualified EFL teachers´ perception of preparedness to teach English after graduating from teacher training. It is based on Bandura´s (2000) socio-cognitive theory of self-efficacy, which focuses on the parameters of mastery experiences, vicarious experiences and verbal persuasion. Both quantitative and qualitative methods will be used with a survey and follow-up interviews to uncover as much information as possible within the scope of this paper. Self-report data from newly qualified EFL teachers in Sweden in the years 7-9 and upper-secondary schooling will be used for this investigation. The results indicate implications for improvements to be done in teacher education programmes for teachers of English, with evidence implicating what sources in teacher education have the prerequisites to foster strong teacher self-efficacy (TSE).