The purpose of the study was to investigate the approaches to learning and teaching self-efficacy of student-teachers in Universiti Pendidikan Sultan Idris (UPSI). Data were collected with 347 UPSI student-teachers using two questionnaires,the Study Process Questionnaires (SPQ) and Teacher’s Sense of Efficacy Scale (TSES), that were translated into Bahasa Melayu (Malay Language). The study showed that the two translated instruments were reliable for use with student-teachers. An examination of the student-teacher’s approaches to learning (using SPQ) and their belief concerning their teaching self-efficacy (using TSES) revealed that deep and achieving approaches to learning were associated with strong teaching self-efficacy beliefs and that those student-teachers who sought to achieve did so through the use of deep approaches to learning. Some implications for teachers training institutions were discussed.