EFL pre-service students are generally required to take essential courses to help them acquire necessary skills and knowledge to teach English in real contexts. One of the courses is field experience course in the form of microteaching and teaching practice. In complement to the knowledge and experience the students obtain from the course, school-based teaching practice is implemented in some EFL pre-service education programs to enrich students’ experience in teaching English. This study is aimed at investigating Indonesian pre-service students’ school-based field experience and self-efficacy before and after the school-based teaching practice is conducted. It involved 115 Indonesian EFL students taking Teaching Practice course at Lambung Mangkurat University, one of leading universities in Indonesia. In the course, the students practice the following microskills: opening and closing the lesson, questioning skills, giving explanation and classroom management, as well as giving stimulus variation and reinforcement. Open-ended questionnaire is administered to get the data on the students’ teaching experience. The Teacher Sense of Efficacy Scale (Tschannen Moran & Woolfolk Hoy, 2001) is administered twice (at the initial period of the course and after the school-based teaching practice is conducted). This study focuses on the students’ experience, their self-efficacy results and how their self-efficacy differs from the first to the second administrations as the impact of their school-based teaching practice experience. Practical implications for EFL teacher education developments are shared. Keywords: EFL pre-service students, school-based teaching experience, self-efficacy