The current study aimed at developing self- efficacy of EFL student teachers at faculties of Education through using a debate based program. The participants of the study consisted of fourth year student teachers enrolled in the English department at the faculty of Education, Arish University (N= 35). The study followed the one group pre- posttest design. The instruments used in the current study included: a self- efficacy scale and a debate based program. The researcher adopted Demir's (2017) self- efficacy scale and Bruning, Kauffman, Dempsey, and Zumbrunn's (2013) self- efficacy scale to measure students' writing and speaking self- efficacy for fourth year students enrolled in English department at Arish Faculty of Education. The scale consisted of 41 sentence and all answered on a five point Likert scale; strongly agree= 5, agree=4, I don't know=3, disagree=2, and strongly disagree=1. The pre-tests were administered to the participants before the intervention, and then they were taught through using the debate program. After the implementation, post- tests were administered to the participants. It was revealed that debate based program is effective in developing self- efficacy of EFL fourth year student teachers.