This autobiographical narrative inquiry was conducted to answer two research questions: 1) How does EFL pre-service teacher’s self-efficacy and self- perceived English proficiency influence her teaching practicum? and 2) To what extent did the EFL pre-service teacher’s self-efficacy and self-perceived English proficiency develop over the teaching practicum? This study took place at a vocational school in Surakarta, Indonesia, over a 10-week period from September to November 2022. The participant of this study was the researcher herself, who documented her teaching experience through reflective diaries and supporting artifacts such as lesson plans and classroom photographs. The findings indicate that during the teaching practicum, the pre-service teacher’s self-efficacy and self- perceived English proficiency influenced her confidence in managing writing lessons, motivating students, and applying structured strategies. Over time, both constructs showed positive development through continuous teaching practice, mentor feedback, and reflective engagement. The practicum served not only as a medium for applying pedagogical knowledge but also as a space for shaping professional identity and building instructional confidence.