The present study aimed at investigating the effect of an e-mentoring model on developing EFL student teachers' self-efficacy and emotional intelligence. The study adopted the pre-experimental one group pre-post administration design. Study was conducted on a voluntary group (N = 19) from third year, English Language Department (basic education), Faculty of Education, Ain Shams University during their practicum in three different public schools. The following instruments were used in the study: Teacher's Sense of Efficacy Scale, Trait Emotional Intelligence Questionnaire (Short Form), and teaching performance observation checklist. The sessions of the e-mentoring model were developed with student's booklet and mentor's guide. The e-mentoring model was implemented in a ten-week period (60 hours). Paired Samples Wilcoxon Test was used to compare between the mean scores of the study participants' before and after the administration of the e-mentoring model. Also, Fritz, Morris and Richer's equation was used to measure the effect size of the e-mentoring model on developing self-efficacy and emotional intelligence. Results of the study revealed that the e-mentoring model was effective in developing pre-service teachers' self-efficacy as well as emotional intelligence. Eventually, recommendations and suggestions for further research were presented.