Teachers have an influential function in the development of their learners. One aspect of teachers characteristics that specifically has been proven influential is their self-efficacy beliefs (e.g., Ford, 2012; Mojavezi & Tamiz, 2012; Sabet, Dehghannezhad & Tahriri, 2018; Buric & Kim, 2020). Nevertheless, there is no research on this phenomenon in a Mexican context nor in the program aimed at training new English Language Teachers. For that reason, this study seeks to qualitatively explore the influence that teachers selfefficacy beliefs have on pre-service ELT teachers motivation through interviews with ten teachers and focus groups with eighteen students of an ELT program at a Mexican university. The transcripts of both instruments were thematically analysed and crossreferenced with notes from classroom observations of the teachers who participated in the interviews. The findings revealed knowledge, teaching style, relationship with students, feedback and confidence as specific characteristics of teachers self-efficacy that shape how motivated students feel in their classes.