Student teachers' perceptions of their teaching efficacy provide teacher educators useful information concerning students' personal theories about teaching in general, and the degree of their readiness to practice teaching profession, specifically. Students' perceptions of their teaching efficacy mostly provide teacher educators feedback in reference to training courses, which students are obliged to attend during their studies. Therefore, assuming that training programs should further aim to promote prospective teachers' perceptions and furthermore their teaching efficacy, the need to study student teachers' perceptions of their teaching efficacy arise. Ninety-eight fourth year students of the Pedagogic Department of Patras University, in Greece, completed an Inventory of Reflective Teaching, during their teaching practice in elementary schools. Their teaching practice lasted 8 days, 6 sessions per day. Students were asked to rate their efficacy perceptions of each lesson, assigned to teach, according to elementary school's curriculum. They were also asked to rate their efficacy to handle pupil's emotional and behavioural difficulties. Additionally, teachers were asked to describe their teaching tools and techniques, to suggest alternative teaching methods and finally assess their teaching session, emphasising mainly to the advantages and drawbacks related to their own teaching behaviour. This study of student teachers perceptions contributes to better planning of teacher training programs. The acknowledgment of teacher training programs' drawbacks by students, who are actually the initial recipients of these programs, guides the modification and amelioration of the programs and further enhances teachers' perceptions of teaching efficacy.