The goal of the study was to test whether student teachers trained using a peer coaching training program after teaching practicum sessions in teaching of English as a foreign language would demonstrate greater improvement on measures of a number of identified instructional skills and self-efficacy than those just receiving traditional supervisor visits. Two groups of student teachers (32 in total) from English language teaching Department of European University of Lefke, North Cyprus doing their Teaching Practicum course (EDU 420) as part of a B.A. teacher education program were compared in regard to their (a) self-efficacy, and (b) development of (clarity) instructional skills. Results showed statistically significant differences in favor of the experimental condition on 7 variables measured. The findings also have implications for how peer coaching can be a vehicle to develop self-efficacy. © 2006 Elsevier Ltd. All rights reserved.