This presentation sheds light on the self-efficacy beliefs that language teachers hold in respect to the effectiveness of their teaching to improve the learners’ language competencies, and it includes the perspective of teachers based in Europe, Australia, and East Asia, teaching a variety of European and Asian languages in different educational contexts. The concourse for this study is built by extrapolating statements about language competencies from the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2020), and the final set of statements is representative of all domains and scales included in the CEFR. The analysis shows that teachers hold different, sometimes contrasting, beliefs regarding the effectiveness of their teaching of, among others, language awareness, fluency, ability to recognise socio-cultural conventions, and ability to use non-verbal language. In addition to a qualitatively rich description of different perspectives regarding the effectiveness of foreign language teaching, final results are expected to provide both a prompt for practice-oriented individual reflections, and insights for the design of teacher training and professional development programs.