This study aims both to provide information about the self-reflections of pre-service teachers keeping self-reflective e-journals during the practicum period and to determine the relationship between their self-reflection and self-efficacy levels. Both quantitative and qualitative data were analysed in integration to gain deeper insight into the study. To accommodate the quantitative data, the English for foreign language (EFL) Teacher Efficacy Scale was administered to 40 pre-service English language teachers (ELT), both before and after the practicum period, to measure the differences in their self-efficacy levels. The qualitative data were examined to reveal the most frequently recurring problems among the e-journals and how the data overlapped with the statistical analysis. The results revealed that incorporating reflective e-journals into the field-based experience process helped pre-service teachers become active decision-makers, contributors and efficient, confident teachers.