Purpose: This study was conducted to examine thespeaking self-efficacy of pre-service teachersconcerning different variables. Self-efficacy indicatesthe belief of an individual concerning the capacity offulfilling a certain task. Self-efficacy perceptionsstrongly affect almost all dimensions of anindividual’s life, the choices made, the efforts madein achieving a goal and the degree of anxiety. Theability of pre-service teachers to reach this awarenesslevel in the speaking skill may affect their future life,education and business life positively.Research Methods: This study was conducted with the participation of 499 students receivingeducation in the Departments of Computer and Instructional Technologies, Science Education,Maths Education, Preschool Education, Classroom Education, Psychological Counseling andGuidance (PCG), Social Studies Education and Turkish Education at Kirsehir Ahi EvranUniversity in the Faculty of Education in the spring term of the school year of 2017-2018. Thescreening model was used in this study aims to investigate the self-efficacy of pre-serviceteachers concerning the speaking skill.Findings: As a result of the analyses performed, the findings obtained in this study showedthat the speaking self-efficacy perceptions of the pre-service teachers differentiated accordingto the variables including gender, type of program enrolled, number of books read in a yearand residential area where the childhood was spent. There was a weak positive correlationwith the habit of using social media.Implications for Research and Practice: Considering the findings obtained from this study,some suggestions were made to those concerned. It is suggested to investigate the speakingself-efficacy perceptions of the pre-service teachers after they start their profession; conductmore extensive studies using methods such as observation and interview, arrange learningenvironments where the pre-service teachers can develop their speaking skills and establisheffective communication.