A survey,using the foreign maturity scale tools,was conducted on 307 pre - service science teachers to explore their TPACK self - efficacy. The results showed that most of the subjects had no significant difference in their TPACK self - efficacy,wheth- er in the gender dimension,at the college level,or at the academic level. But the subscales and overall scores for each dimension were not high. On the basis of the research,three proposals are suggested. Firstly,the pre - service science teachers should broaden their horizons in order to understand the technological change comprehensively and scientifically; secondly,colleges and universities should increase the practice opportunities of technical support teaching and then guide the pre - service science teachers to discover the role of technology in research; and lastly,it is necessary to promote peer support and enhance TPACK self - efficacy.