This quantitative-qualitative exploratory study, of sequential-explanatory design, understands at a macro and micro level self-efficacy of English-Spanish Translation program students of Chilean institutions. In a first quantitative phase, the Escala de Autoeficacia Generalwas applied to 160 students among all the Chilean higher education institutions that teach the professional English-Spanish translation program, and for the subsequent qualitative phase, a triangulation of the Retrospective verbal protocol techniques and in-depth interview was conducted to 3 participants from different universities in the V region of Chile. The results indicate that the General Self-Efficacy Scale, despite its frequent use in the field of translation studies, has very little specificity to measure self-efficacy in translation students and, among the factors that have the greatest impact on the self-efficacy of English-Spanish translation students, we can find knowledge in different areas, teachers and classmates’ role, and physiological and emotional states.